READING LINKS
Fluency Manual
Participants and Facilitators
Office of Superintendent of Public Instruction
Old Capitol Building
P.O. BOX 47200
Olympia, Washington 98504-7200
LINKS2002
READING LINKS
Office of Superintendent of Public Instruction
Old Capitol Building
P.O. Box 47200
Olympia, Washington 98504-7200
(360) 725-6035 - smccune@ospi.wednet.edu
This project was supported by the United States Department of Education, grants
R303K010044A and R303K000037. The information or opinions expressed do not
necessarily reflect the opinions or policies of the U.S. Department of Education.
LINKS Project - all rights reserved 2002
The LINKS Project
The mission of the LINKS project is to develop educational multi-media products
that can support school improvement and educational reform. The project has
focused on the development of a website and the development of web assisted
professional development programs.
Reading LINKS is a multi-media program that provides information and models ways
that scientific reading research may be incorporated in classroom instruction.
Reading LINKS began with the filming of teachers demonstrating the five
components of reading instruction included in the Report of the National Reading
Panel (NRP). These include phonemic awareness instruction, phonics instruction,
fluency instruction, vocabulary instruction, and comprehension instruction. Reading
LINKS was expanded to include early oral language development, English language
learners, turning a school around, and strategic change. A total of 18 lessons are
provided on the LINKS website (www.linkslearning.org) as well as on CDs.
Reading LINKS also includes eight training modules and participant materials that
can be used in three to six hour workshops at schools, districts, regional or state
conferences or meetings. The information provided in the lessons endeavors to
provide teachers, administrators, parents, and citizens w ith information about ways
reading research can be used to increase children’s reading skills.
The LINKS project partnered with teachers and staff from Washington Alliance of
Schools to highlight the importance, complexity, and elegance of effective teaching
and learning.
These teachers along with a reading consultant and a Scottsdale, Arizona teacher
are featured in the videos. They demonstrate a wealth of reading knowledge, skills in
curriculum design, instruction and assessment, as well as an obvious concern and
caring for the children they teach.
The LINKS project wishes to express its appreciation to the Washington Alliance
that played a major role in the Reading LINKS project, the teachers who were
filmed, and the teachers who participated in field-testing and evaluation.
In addition staff from the Longview, Washington School District and teachers from
Washington Alliance districts have provided valuable feedback and suggestions.
It is our hope that the electronic and print Reading LINKS materials will provide
information and models for new teachers, will stimulate discussion and experimentation
with experienced teachers, and be useful in ensuring that all children learn to read and
read well by the end of third grade and to continue their reading skills development
throughout their school experience.
Shirley McCune
Links Project Director
LINKS Project - all rights reserved 2002
Reading LINKS
This publication was developed by the LINKS project of the Washington Office of the
Superintendent of Public Instruction. It was supported by grant R303K010044A and
grant R303K000037 from the U.S. Department of Education as administered by the
Fund for Improvement of Education. The information and opinions do not necessarily
represent the positions or policies of the Fund for the Improvement of Education or
the U.S. Department of Education.
The LINKS project wishes to thank the many persons who contributed to the training
materials that support and extend 18 Reading LINKS videos. (www.linkslearning.org)
Writers
Dr. Jonelle Adams – Washington Alliance
Dr. Ramona Chauvin – Washington Alliance
Christie McLean Kessler – Washington Alliance
Roxanne Stuart – Longview School District
Dr. Jan Rauth – Longview School District
Sarah Jordan – Longview School District
Jo Robinson – OSPI – Consultant
Mo Anderson – OSPI – Consultant
LINKS Project
Dr. Shirley McCune
Dr. Sarita Schotta
Jackie Hansman
Rena McMurry
LINKS Video Lessons
Limelight Technologies – Multi Media Product
Videos – Technology Based Learning and Research, Arizona State University
LINKS Project - all rights reserved 2002
FLUENCY
READING LINKS FACILITATOR’S MANUAL
i
NOTES TO THE FACILITATOR
Before beginning a Reading Links training session, please read the “Tips to
Facilitating the Reading Links Modules”. It is found in the back of this manual
under tab 10, “Tips to Facilitating”. It outlines the essentials for conducting a
successful training session. The sections “Equipment and Materials,” “Introducing
Yourself and Participants,” and “Workshop Expectations” are particularly useful,
because they describe how to begin a session. “Room Arrangement” may also be
helpful.
The Agenda opposite this page is written as a generic guide to a Reading Links
training session. Before you begin, personalize the top portion by adding the date,
times, location, and module to the training you will be delivering. This can also be
adapted to serve as an advertisement or flyer.
Materials to gather before beginning Fluency:
1.
2.
3.
4.
5.
The Report of the National Reading Panel – find this downloadable document at
www.nationalreadingpanel.org. ,
Put Reading First: The Research Building Blocks for Teaching Children to Read – also
downloadable at www.nifl.gov . ,
6 copies of Good-Bye Round Robin: 25 Effective Oral Reading Strategies by Opitz
and Rasinski (or 1 for each group of participants),
A video or audio of a student orally reading, and
Several different published samples of informal reading inventories.
SUPPORT MATERIALS
OH/PPT #1: Fluency
OH/PPT #2: Agenda
LINKS2002
SESSION ACTIVITIES
Introductions
1. Display OH/PPT #1 and welcome the
participants to your training.
2. Introduce yourself and describe your
background and experience in
education.
3. Have participants do a nametag or tent
according to your preference.
4. Introductory activities for
participants are outlined in the “Tips”
document. Choose one according to
how well the participants know each
other, how much time is allotted for
the training, and how many people are
present.
5. Walk through the Agenda, connecting
the information to the times and
particular module you are delivering.
READING LINKS
READING LINKS AGENDA
10 minutes
10 – 15 minutes
Introduction and Expectations
Overview
Reading Links Project
ROPES Guiding Structure
Participant Manual Layout
25 – 30 minutes
Section 1: Review Participant Background
Knowledge and Understanding
15 minutes
Section 2: Overview
Key Learning Goals
Building Blocks
15 minutes
Section 3: Presentation
Research-based Information and
Content
10 minutes
BREAK
75 – 85 minutes
Section 4: Engagement and Practice
Classroom Strategies and Applications
Assessment
Video Modeling
Action Planning
10 – 15 minutes
Section 5: Summarizing Key Learnings
10 – 15 minutes
Evaluation and Feedback
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READING LINKS FACILITATOR’S MANUAL
ii
NOTES TO THE FACILITATOR
The opposite page provides the participants with an overall understanding of
the Reading Links project and how it fits into the Links Learning Web site.
Be sure to read it carefully before beginning your training session in order
to answer questions as they arise. There is no need to have your
participants read it. Your overview of the contents will be sufficient.
A FAQ about these materials is, “How can a school or district use them?”
Along with the Reading Links overview, tell the participants why the
materials were developed and guide them to finding the best use for their
school or district if needed. This is often decided by the Director of
Curriculum or Building Principal. Here is a list of suggested purposes:
1. To explain the scientific basis of teaching children to read using
teacher-friendly materials.
2. To connect the evidence to classroom practice.
3. To explain assessment choices that match instruction of the module.
4. To provide additional support to schools/districts so they can
critically evaluate their curriculum.
5. To provide leaders with a resource for further observation and study.
SUPPORT MATERIALS
SESSION ACTIVITIES
1. Continuing with the Overview of
the training, explain the Reading
Links project to the participants,
highlighting how it began and what
it is being used for in our state.
2. Suggest the above list as a tool to
help school or district personnel
focus their use of the materials.
LINKS2002
Reading LINKS Lessons
Parent:
Early Oral Language Development
Marti MacPhee:
Oral Language/ Pre-Reading
Development
Kessler School:
Phonemic Awareness
Kessler School:
Phonics Instruction
Anita Archer:
Primary Grades Reading
Gail Boushey:
Early Guided Writing
Gail Boushey:
Early Comprehension/Fluency
Anita Archer:
Intermediate Grades Reading
Joan Moser:
Comprehension I
Joan Moser:
Comprehension II
Robin Totten:
Upper Elementary Comprehension
Strategies (Non-Fiction)
Robin Totten:
Upper Elementary Comprehension
Strategies (Fiction)
Judy Rex:
Comprehension and Vocabulary
Judy Rex:
Vocabulary and Pre-writing
Kathy Garcia:
ESL Instruction I
Kathy Garcia:
ESL Instruction II
Kessler School:
Turning a School around
Mark Jewell/Tom Murphy:
Strategic Change
Also available at: www.linkslearning.com
LINKS2002
iii
FLUENCY
READING LINKS FACILITATOR’S MANUAL
NOTES TO THE FACILITATOR
The manuals are written using an advanced organizer known as ROPES. It
stands for Review, Overview, Presentation, Engagement and Practice, and
Summary. Each section has a purpose to the overall training session and
content of the manual. Go over the ROPES structure with the participants,
pointing out the purpose each section serves in helping them learn new
material. Note the acronym and connect it to the manual’s tabs. For
example, the purpose of “R” or Review is to activate the participant’s prior
knowledge, provide entry learnings, and focus the session. Continue to go
through each ROPES acronym, purpose, and connection to the manual. The
pages that hold the information are then found under the Presentation tab.
Be sure to credit Dr. Robert Carkhuff for its development. You may wish to
use this power point slide as you introduce each new section during your
training. Put this OH/PPT up on the overhead projector as an advanced
organizer.
SUPPORT MATERIALS
OH/PPT #3: ROPES: A
Guiding Structure
LINKS2002
SESSION ACTIVITIES
1. Explain the ROPES structure to the
participants, outlining what each
section’s purpose is to the training
session.
2. Highlight the acronym.
3. Connect each section of ROPES to
the tabs on the participant’s
manual. Have them locate each one.
4. The footer indicates the current
section of ROPES with the use of
capitals.
READING LINKS
ROPES: A GUIDING STRUCTURE FOR LEARNING
R
O
Review – entry learning designed to activate
and assess prior knowledge and to focus the
session
Overview – explicit statement of the
goals and objectives of the session
P
Presentation – presentation and discussion
of research-based concepts that are
needed to build background knowledge
E
Engagement and Practice – modeling,
practicing, and demonstrating
understanding of the concepts; viewing
video lessons; action planning for identifying
and implementing instructional practices
and interventions
S
Summary – summarizing key learnings
(adapted from a model designed by R. Carkhuff)
LINKS Project - all rights reserved 2002
TABLE OF CONTENTS
SECTION 1: REVIEW
What Do I Already Know About Fluency?
What Is Fluency?
Why Has Fluency Been Neglected, Underemphasized,
and Ignored?
Why Is It Important for Students to Be Fluent Readers?
SECTION 2: OVERVIEW
Key Learning Goals
Building Blocks for Teaching Children to Read
Fluency Graphic Organizer
1
2
3
4
5
6
7
SECTION 3: PRESENTATION
What Does Oral Reading Fluency Look and Sound Like?
Why Is Fluency Important?
What Are the National Reading Panel’s Findings about
Fluency Instruction?
What Did the National Reading Panel Report Say about
Guided Repeated Oral Reading?
Why Isn’t Round Robin Reading an Effective Fluency
Strategy?
But, Why Is Oral Reading Important?
What Does Effective Fluency Instruction Include?
What Are the Challenges for Teachers?
Checking for Understanding
8
9
10
11
12
13
14
15
16
SECTION 4: ENGAGEMENT AND PRACTICE
Classroom Strategies and Applications
Guided Repeated Reading Experiences
20
Modeling and Explicit Instruction
Incorporating Meaningful Texts
Assessment
CD/Video Modeling
Action Planning
How Can I Put My New Learnings into Practice?
Constructing an Action Plan to Meet Instructional
Needs of Students
28
35
36
51
55
56
SECTION 5: SUMMARY
Synectics Search
Evaluation and Feedback
SECTION 6: HELPFUL RESOURCES
SECTION 7: REFERENCES
SECTION 8: GLOSSARY
57
58
REVIEW NOTES
_______________
_______________
_______________
_______________
_______________
_______________
_______________
LINKS2002
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SECTION 1: REVIEW
1
FLUENCY
READING LINKS FACILITATOR’S MANUAL
NOTES TO THE FACILITATOR
The activities on this page serve two purposes. For the participants, it
activates their background knowledge of Fluency. For you, these activities
help you assess your participants’ previous knowledge. Use it to gain
information in order to alter your session accordingly. For example, after
the participants have marked the continuum, note where most of their X’s
fell. If your participants have answered ‘1’, monitor the following 4 Square
activity closely. How well can the participants define fluency? Do they have
valid ideas for classroom instruction? If their answers are vague, incorrect,
or absent, go through “Presentation” carefully and stop more frequently in
order to provide time to share new understandings with each other and ask
questions.
SUPPORT MATERIALS
Blank Overheads
OH projector markers
OH/PPT #4: Think-Ink-PairShare
LINKS2002
SESSION ACTIVITIES
1. Ask the participants to rate their
familiarity with Fluency on their
own by marking an “x” on the
continuum.
2. Think – Ink: Next, the participants
answer each of the 4 questions.
3. Pair-Share: Participants talk in
small groups or partners about
their answers.
4. On blank overheads, have the
participants summarize the group’s
answers and share on the front
projector.
FLUENCY
READING LINKS PARTICIPANT’S MANUAL
1
What Do I Already Know About Fluency?
Think – Ink – Pair - Share
Think: Rate your familiarity with the research on fluency
by placing an X on the continuum and then completing the
Guiding Questions below.
1
2
Unfamiliar
Ink:
3
4
5
Very familiar
Respond to the Guiding Questions below.
1. What is fluency?
2. Why is fluency important?
3. How do you assess fluency in
your classroom?
4. How do you help your students
improve their reading fluency?
LINKS2002
REVIEW – Overview – Presentation - Engagement and Practice - Summary
2
FLUENCY
READING LINKS FACILITATOR’S MANUAL
NOTES TO THE FACILITATOR
This page builds on the discussion from the initial 4 Square activity. Be sure
to tie in the participants’ previous answers with the additional information on
the page.
This page is important because it helps participants understand the
characteristics of fluent reading. Discuss each bullet and provide examples.
SUPPORT MATERIALS
OH/PPT #5: What is
Fluency?
LINKS2002
SESSION ACTIVITIES
1. Summarize the information on the
overhead.
2. Emphasize that fluency includes
speed, accuracy, and proper
expression and that it can be
perfor med without conscious
attention.
3. Review the characteristics of
fluent readers. They recognize
words automatically and group
words quickly to help them gain
meaning from what they read.
FLUENCY
READING LINKS PARTICIPANT’S MANUAL
2
What Is Fluency?
Fluency is
•
reading with speed, accuracy and proper
expression
•
without conscious attention
•
while simultaneously constructing meaning
Children who are fluent readers can
•
recognize words automatically
•
group words quickly to help them
gain meaning from what they read, and
•
read aloud effortlessly and with expression
(Armbruster, Lehr, & Osborn, 2001; NRP, 2000)
LINKS2002
REVIEW – Overview – Presentation - Engagement and Practice - Summary
3
FLUENCY
READING LINKS FACILITATOR’S MANUAL
NOTES TO THE FACILITATOR
The purpose of this information is to create the “D” or dissatisfaction in the
formula DxVxFxS>RC found in the “Tips for Facilitating” module. Review the
sections “Dealing with Change” and “Formula for Helping Teachers Change”;
if you haven’t already, for a full explanation.
SUPPORT MATERIALS
OH/PPT #6: Why Has
Fluency Been Neglected,
Underemphasized, and
Ignored?
LINKS2002
SESSION ACTIVITIES
1. Read these statements out loud.
2. Ask participants if they agree and
have them give other reasons why
fluency has not been given more
attention.
FLUENCY
READING LINKS PARTICIPANT’S MANUAL
3
Why Has Fluency Been Neglected,
Underemphasized, and Ignored?
Fluency has been labeled the most
• neglected reading skill
• under-emphasized aspect of reading
instruction
because both researchers and practitioners
assumed that fluency was the immediate result
of word recognition proficiency.
(Allington, 1983; Burns, Roe, & Ross, 1999; NRP, 2000; Snow et al., 1998)
LINKS2002
REVIEW – Overview – Presentation - Engagement and Practice - Summary
4
FLUENCY
READING LINKS FACILITATOR’S MANUAL
NOTES TO THE FACILITATOR
The important element to empha size is the connection between fluency and
comprehension. While fluency doesn’t ensure comprehension, comprehension
is difficult without fluency.
SUPPORT MATERIALS
OH/PPT #7: Why Is It
Important for Students to
Be Fluent Readers?
LINKS2002
SESSION ACTIVITIES
1. Read through the overhead.
2. Emphasize the connection between
fluency and comprehension. Ask
questions such as the following:
• What connections are you
making?
• Do these connections make
sense to you?
• How do these facts relate to
what you have experienced
as a classroom teacher?
FLUENCY
READING LINKS PARTICIPANT’S MANUAL
4
Why Is It Important for Students to
Be Fluent Readers?
The NAEP assessment results for fourth graders
indicated a high correlation between accuracy, rate,
fluency, and scores on comprehension. Low scores in
fluency may mean difficulty in comprehension.
The National Reading Panel (2000) concluded that
there is a close relationship between fluency and
comprehension.
LINKS2002
REVIEW – Overview – Presentation - Engagement and Practice - Summary
OVERVIEW NOTES
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
LINKS2002
FLUENCY
SECTION 2: OVERVIEW
5
FLUENCY
READING LINKS FACILITATOR’S MANUAL
NOTES TO THE FACILITATOR
This begins Section 2: Overview in the manual.
SUPPORT MATERIALS
SESSION ACTIVITIES
OH/PPT #8: Key Learning
Goals
Key Learning Goals
1. Read through each of the goals,
emphasizing the main idea of each
one such as ‘connect,’ ‘learn, model,
and teach,’ ‘learn to assess,’ and
‘create an action plan.’ Be sure to
note that the third bullet is the
classroom application portion that
provides the practical instruction
piece to the training.
2. Explain that the goals pertain to
the session as well as the manual.
LINKS2002
FLUENCY
READING LINKS PARTICIPANT’S MANUAL
5
Key Learning Goals
The Participants will:
• Understand the connection between fluency and reading
development – especially as it relates to comprehension.
• Learn the differences between fluency and automaticity.
• Learn, model, and teach research-based strategies for
fluency instruction in the classroom.
• Learn to assess students’ level of fluency, practice
instructional strategies, and explore appropriate
interventions.
• Create an action plan to apply key learnings from this
module to their classroom practice.
LINKS2002
Review – OVERVIEW – Presentation - Engagement and Practice - Summary
6
FLUENCY
READING LINKS FACILITATOR’S MANUAL
NOTES TO THE FACILITATOR
The “Building Blocks for Teaching Children to Read” are the five major
reading components included in the report of the National Reading Panel.
The Reading Links project has highlighted the five essential components in
teaching children to read as outlined in the Report of the National Reading
Panel. However, Reading Links also acknowledges that the job is larger than
that. Therefore, other components of a student’s reading growth such as
Oral Language Development, Connecting Reading and Writing and ELL
instruction are also included. There are manuals and training sessions to
cover the other major reading components.
SUPPORT MATERIALS
SESSION ACTIVITIES
Materials: Put Reading First
document
Building Blocks
1. Show the Put Reading First
document to the participants.
2. Discuss its link to The Report of
the NRP as an instructional view of
the evidence.
3. This graphic explains the “blocks”
for teaching children to read as
outlined in Put Reading First.
4. Explain that by participating in the
Reading Links training sessions,
participants are receiving the
research-based and classroom
applications for each of the PRF
and NRP 5 major components as
well as others.
OH/PPT #9: Building Blocks
for Teaching Children to
Read
LINKS2002
FLUENCY
READING LINKS PARTICIPANT’S MANUAL
6
Building Blocks for
Teaching Children to Read
Comprehension
of Written
Text
Fluency
Practice
Oral Language
Development
LINKS2002
Reading &
Writing
Connections
Vocabulary
Development
Phonemic
Awareness
Phonics
Instruction
Review – OVERVIEW – Presentation - Engagement and Practice - Summary
7
FLUENCY
READING LINKS FACILITATOR’S MANUAL
NOTES TO THE FACILITATOR
Explain the 3 essential elements of fluency (e.g., accuracy, rate, and expression).
A reader needs all three in order to be fluent. The multi-tasking element means
that many things happen in a fluent reader’s mind all at once. The four tasks are
processing, automaticity, pacing, and phrasing. These are happening rapidly and
without the reader giving conscious thought to them. Automaticity is an
automatic level of word identification that means the reader processes a word
with little effort or attention. A fluent reader must have the words from the
text in short-term memory in order to understand their meaning. Crosschecking is when a reader confirms or “checks” that the words read make sense
in the selection. This is happening continuously as the fluent reader reads.
SUPPORT MATERIALS
SESSION ACTIVITIES
OH/PPT#10: Fluency
Fluency
1. Show the chart.
2. Explain that Fluency is composed of
three essential elements (accuracy,
rate, and expression). A fluent
reader does all three. Another
word for expression is appropriate
phrasing or chunking of words.
3. Explain the reader’s efforts to
continually cross check while
reading.
4. Refer to the glossary where the
fluency terms on this page are
explained in Section 8.
LINKS2002
FLUENCY
READING
7
LINKS
PARTICIPANT’S
MANUAL
FLUENCY
Accuracy
Expression
Rate
MULTI-TASKING
Fast Processing
• Language systems
• Punctuation
• Voice qualities
Automaticity
Pacing
Phrasing or chunking
Confirming by continuous cross-checking for meaning
LINKS2002
Review – OVERVIEW – Presentation - Engagement and Practice - Summary
PRESENTATION NOTES
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
LINKS2002
FLUENCY
SECTION 3: PRESENTATION
8
FLUENCY
READING LINKS FACILITATOR’S MANUAL
NOTES TO THE FACILITATOR
This begins Section 3: Presentation of the manual.
The eye and the ear symbols on this page are used in the Phonemic
Awareness and Phonics manuals in helping participants recognize proficient
reader characteristics. Some of these bullets were discussed in the fluency
graphic. New to the participants at this time is the rapid use of punctuation
and the determination of where to place emphasis or where to pause.
SUPPORT MATERIALS
OH/PPT #11: What Does
Oral Reading Fluency Look
and Sound Like?
LINKS2002
SESSION ACTIVITIES
1. Review the first four bullets
thoroughly.
2. Emphasize the last two as new
learning in this training.
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READING LINKS PARTICIPANT’S MANUAL
8
What Does Oral Reading Fluency Look and
Sound Like?
Oral reading fluency is characterized by
• Smooth, expressive production
• Appropriate phrasing or chunking
• Rapid use of punctuation
• Determination of where to place emphasis or
where to pause to make sense of text
(McGee & Richgels, 2000; NRP, 2000)
LINKS2002
Review – Overview – PRESENTATION - Engagement and Practice - Summary
9
FLUENCY
READING LINKS FACILITATOR’S MANUAL
NOTES TO THE FACILITATOR
This is a very important page. It reemphasizes this idea that to be fluent,
students must be reading quickly, accurately and yet with appropriate grouping
of words.
SUPPORT MATERIALS
SESSION ACTIVITIES
OH/PPT #12: Why is Fluency
Important?
Explain
1. Discuss each bullet and paragraph.
2. The last paragraph explains what is
possibly happening when a reader is
not fluent.
LINKS2002
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READING LINKS PARTICIPANT’S MANUAL
9
Why Is Fluency Important?
Fluency is important because it provides a bridge
between word recognition and comprehension.
While fluency doesn’t ensure comprehension,
comprehension is difficult without fluency. To
comprehend texts, students must be able to:
• decode fast enough and automatically enough
• keep the content in short term memory so that
meaning can be constructed.
If a reader is stopping constantly to decode and
figure out unknown words, the likelihood is that
• meaning will be disrupted or
• the process will become long and laborious
(Armbruster, Lehr, & Osborn, 2001; Burns, & Doll, 1999; Pinnell & Fountas, 1998; Routman, 2000)
LINKS2002
Review – Overview – PRESENTATION - Engagement and Practice - Summary
10
FLUENCY
READING LINKS FACILITATOR’S MANUAL
NOTES TO THE FACILITATOR
Show the Report of the National Reading Panel again. Explain that in every
module we have summarized the NRP’s findings regarding that building block
of reading. Usually, it is a long list of bullets. In fluency, however, there is
one clear finding that can guide a teacher’s instruction. Guided repeated
oral reading is the classroom practice that most effectively increases a
student’s fluency while reading. Section 4, Engagement and Practice, gives
examples of guided repeated oral reading in classroom applications.
SUPPORT MATERIALS
SESSION ACTIVITIES
OH/PPT #13: What are the
National Reading Panel’s
Findings about Fluency
Instruction?
Explain
1. Read the statement with
confidence.
2. Yes, it is that simple!
3. Discuss the NRP as noted above.
LINKS2002
FLUENCY
READING LINKS PARTICIPANT’S MANUAL
10
What Are the National Reading Panel’s
Findings about Fluency Instruction?
Fluency instruction is most effective
when it includes guided repeated
oral reading.
LINKS2002
Review – Overview – PRESENTATION - Engagement and Practice - Summary
11
FLUENCY
READING LINKS FACILITATOR’S MANUAL
NOTES TO THE FACILITATOR
The first bullet refers to Sustained Silent Reading (SSR) or Drop
Everything and Read (DEAR) time. This is saying that although silent
reading may be beneficial to students in other areas, fluency building is not
one of them. Minimal special training is key to a teacher’s success because
the classroom practices in section 4 are not complicated. A teacher can
train a paraprofessionals or parent helpers to help with fluency applications.
However, the more a student struggles with reading, the more they require
the help of a skilled teacher.
SUPPORT MATERIALS
SESSION ACTIVITIES
OH/PPT #14: What Did the
National Reading Panel
Report Say About Guided
Repeated Oral Reading?
Explain
1. Summarize each bullet.
2. Give the participants the
opportunity to discuss these
findings in small or whole groups.
LINKS2002
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READING LINKS PARTICIPANT’S MANUAL
11
What Did the National Reading Panel Report
Say About Guided Repeated Oral Reading?
The NRP concluded that guided repeated oral reading:
• Is more effective than silent reading
• Has a significant positive impact on word
recognition/accuracy, reading fluency, and
comprehension (with feedback)
• Clearly impacts the reading ability of non-impaired
readers through at least grade 4, as well as students
with various reading problems throughout high school
• Works well under a wide variety of conditions and with
minimal special training
• Is effective (when used with guidance and feedback) in
improving a variety of reading skills for good readers, as
well as those who are experiencing difficulties
• Is equally effective with feedback from teachers,
parents and/or peers; however, children who are
struggling the most might benefit from more skilled
guidance.
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NOTES TO THE FACILITATOR
Round Robin Reading refers to a common reading method where a teacher
has students take turns reading out loud. The students read their portion
of the text ‘cold,’ sometimes knowing when their turn is coming, other times
by surprise. This practice does not increase fluency, nor is it an effective
oral reading method. This page outlines the negative impact Round Robin
reading has on students. An “inaccurate view of reading” means that it gives
students the impression that reading is a performance that cannot be
rehearsed. The psychological impact that embarrassment and anxiety have
around reading is strong. Some adults remember Round Robin Reading as a
dreaded time of the day. You may want to ask your participants if they
remember this practice. And if so, what their reactions were.
SUPPORT MATERIALS
OH/PPT #15: Why Isn’t
Round Robin Reading
Effective to Use to Develop
Fluent Readers?
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SESSION ACTIVITIES
Explain
1. Read the question in the title.
2. Explain the Round Robin practice.
3. Emphasize its negative imp act on
learning by reading the bullets.
4. Tell the participants that there are
many effective methods for helping
students build their fluency
besides the Round Robin method.
5. Classroom applications that replace
Round Robin Reading will be
discussed in Section 4: Engagement
and Practice.
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Why Isn’t Round Robin Reading an Effective Fluency
Strategy?
Round Robin Reading
• Provides limited engagement
• Gives an inaccurate view of reading
• Promotes faulty reading habits
• Invites inattention and disruption
• Gets in the way of effective strategies
• Consumes valuable classroom time that could be spent in
more meaningful ways
• Causes anxiety and embarrassment
• Hampers listening comprehension
(Opitz & Rasinski, 1998)
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NOTES TO THE FACILITATOR
Some participants may be confused at this time. It may seem that the National
Reading Panel Report says that oral reading is important, and yet you just
refuted the most common oral reading practice. Explain that it is still vital that
students read orally in order to build fluency. This page gives nine reasons for
this.
SUPPORT MATERIALS
SESSION ACTIVITIES
OH/PPT #16: But, Why is
Oral Reading Important?
Explain
1. Call attention to each bullet.
2. Explain that these reasons explain
why oral reading practice (not
Round Robin Reading) is important.
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But Why Is Oral Reading Important?
Oral reading is important because it:
• whets students’ appetites for reading
• encourages students to share and perform
• demonstrates how speaking, reading and writing connect
with one another and impact our lives
• develops listening, comprehension and vocabulary
• assists students in developing a range of reading skills
(e.g., fluency, expression and correct phrasing)
• promotes language learning
• builds confidence
• provides children with the additional reading time
necessary for ongoing reading development
(Opitz & Rasinski, 1998)
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NOTES TO THE FACILITATOR
These are the four essential elements of effective fluency instruction.
SUPPORT MATERIALS
SESSION ACTIVITIES
OH/PPT #17: What Does
Effective Fluency
Instruction Include?
Explain
1. Summarize each bullet.
2. Explain the last bullet by
rephrasing the ideas next to the
circles.
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What Does Effective Fluency Instruction Include?
• Ongoing assessment
• Modeling and explicit instruction
• Focus on automaticity and comprehension as goals
o Guided repeated reading experiences
o Word study
• Meaningful texts connected to students’
instructional needs and interests
o Encouraging students to read more (using
approaches such as SSR, DEAR, Accelerated
Reader) might be beneficial; however, existing
research has not yet demonstrated this in a clear
and convincing manner.
o Although independent, recreational, sustained, silent
reading, and programs such as AR are not empirically
supported to increase fluency, they may have
instructional value in other areas.
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NOTES TO THE FACILITATOR
This final list of instructional considerations is described as ‘challenges’ to the
teacher. This is a way of emphasizing their importance in the classroom.
SUPPORT MATERIALS
SESSION ACTIVITIES
OH/PPT #18: What Are The
Challenges for Teachers?
Explain
1. Discuss each bullet briefly.
2. Emphasize the 4 th and 5 th bullets.
These will be addressed in Section 4:
Engagement and Practice.
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What Are the Challenges for Teachers?
Teachers need to:
• Understand, choose, model, and use varied
teaching and learning strategies that show
fluent reading is more than fast reading
• Design lessons requiring active participation
• Motivate students with energy, support, and
positive reinforcement
• Match reading materials to students’
instructional needs and interests
• Provide multiple opportunities for authentic
repeated reading experiences
• Use classroom management strategies (e.g., small
groups, partner reading,) that increase each
student’s time on task.
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NOTES TO THE FACILITATOR
The purpose of this activity is to give participants time to process the
information they have just learned. Because the “Presentation” section of
the manuals provides the capacity building for the component, you can decide
to use this at any appropriate time. Be aware of when the participants have
‘had enough’ new information and need time to digest it. It is not necessary
to have an OH of the opposite page. Tell the participants which steps to
follow. Be sure to watch a clock and explain when to switch turns.
SUPPORT MATERIALS
SESSION ACTIVITIES
Partner Review
1. Have each participant choose a
partner.
2. Each pair designates a ‘1’ and a ‘2.’
3. Everyone reviews his/her notes.
4. Proceed with the directions on the
page.
5. Provide time for open discussion
and questions at the end.
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Checking for Understanding
Partner Review
What Have You Learned So Far?
• Review your notes.
• Partner 1 reviews new learning for 90 seconds.
• Partner 2 for 45 seconds.
• Partner 1 again for 30 seconds.
• Partner 2 finishes by reviewing for 15 seconds.
• Write any remaining questions.
Remember: You cannot repeat what your partner shares!
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ENGAGEMENT & PRACTICE NOTES
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
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NOTES TO THE FACILITATOR
SUPPORT MATERIALS
SESSION ACTIVITIES
OH/PPT #19: Section 4:
Engagement and Practice
Introduce
1. Explain Section 4 as a very large
portion of the manual because it
provides the classroom applications.
Explain
1. Section 4 has been divided up into 4
subsections in this manual because it
is large.
2. Describe each of the subsections and
their content. For example, “The
Classroom Strategies and Applications
section contains numerous strategies
for teaching fluency that you can use
in your room tomorrow. We will be
practicing some of those as a whole
group. We will then discuss 4 tools
for assessing fluency and practice
them on a recording of a student
reading. The next subsection –
CD/Video Modeling - is where you will
see those applications and others being
taught in a teacher’s actual classroom
with real students. Finally, Action
Planning provides the time for you to
apply some of what you have learned to
your own classroom and students.”
3. Select one or two of the fluency
activities in each category for the
group to participants to review
these in more depth.
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SECTION 4: ENGAGEMENT AND PRACTICE
Subsection 1: Classroom Strategies and Applications
Subsection 2: Assessment
Subsection 3: CD/Video Modeling
Subsection 4: Action Planning
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NOTES TO THE FACILITATOR
In this section of the manual (Classroom Strategies and Applications), there are
many considerations for the facilitator. Not all of the Applications in the manual
can be covered in your training session. Instead, you must choose which classroom
strategies to model. Keep in mind that there are three opportunities for the
participants to experience the strategies and applications – once in a whole group
setting with your facilitation, again in small groups during Jigsaw Teaching, and
individually during Action Planning.
In order to decide how to train the whole group portion of the session, first review
all the strategies in this section. Choose which ones best fit your training by
considering the following:
•
•
•
•
•
•
•
•
Background knowledge level of the participants - It may be best to
plan 1 or 2 activities under each category and adjust accordingly.
Audience – Consider the grade range/levels when selecting which
strategies and application to model.
Staff development needs – The principal or contact person who hired
you to do the training may have a particular need that he/she wants
emphasized.
Time allotment – How much time is remaining? Have I followed the
timeframe laid out on the Agenda closely? Or has discussion and
questioning been heavy for this session? How much time does the
activity take as a whole group? Can I describe some of the activities
just as well as model them?
Flexibility and adaptability – Most of the activities are highly adaptable
to many tasks. If you choose one of these adaptable activities, explain
to the participants how it can be molded to many purposes.
Engagement level for adults – Sometimes what is engaging for children
may not be engaging for adults. Choose applications you feel adults
would like to do.
Room set up and space available – Is there a space for all of the
participants to participate comfortably and actively? Can you
demonstrate a lesson using a small group when space doesn’t allow for
more?
Materials and Supplies – Be sure to review each application you plan on
modeling. The materials needed to teach it may require addition supplies
beyond the generic list in the “Tips for Training a Reading Links Module.”
Use the subsequent blank pages to make your own notes about which applications
you chose to model, require materials, time frames, or other helpful information.
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Subsection 1
Classroom Strategies and Applications
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NOTES TO THE FACILITATOR
Now pick your whole group demonstration classroom applications using the
criteria bulleted at the beginning of Section 4. Use this space to record your
training notes if you chose to demonstrate the application on the opposite page.
All the applications are written using step-by-step directions.
If you have a copy of the book Good-Bye Round Robin Reading (Opitz,
M.F., & Rasinski, T.V. Good-bye Round Robin: 25 effective oral reading
strategies. Portsmouth, NH: Heinemann, 1998), show and pass it around.
Examples of many of the applications in this section and other resources
are found in that book.
SUPPORT MATERIALS
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Classroom Strategies and Applications for
Improving Fluency
Guided Repeated Reading Experiences
Application 1: Repeated Reading
Application 2: Neurological Impress Method
(NIM)
Application 3: Echo Reading
Application 4: Radio Reading
Application 5: Reader’s Theater
Application 6: Screen Readings of Captioned
Programs
Application 7: Building Reading Rate
Modeling and Explicit Instruction
Application 1: Oral Recitation Lesson
Application 2: Fluency Development Lesson
Application 3: Look for the Signals
Application 4: Teacher Prompts for
Supporting Fluency
Incorporating Meaningful Texts
Application 1: Predictable Language
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NOTES TO THE FACILITATOR
Use this space to record your training notes if you chose to demonstrate the
application on the opposite page.
SUPPORT MATERIALS
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Guided Repeated Reading Experiences
Application 1: Repeated Reading
This procedure involves rereading text (often self-selected)
until it can be read accurately and fluently. It encourages the
use of contextual meaning and sentence structure to predict
upcoming words and to correct miscues.
Suggested Procedure:
The student chooses the text to be read (selection can be
based on “leveled books”), or the teacher assigns a passage.
1. The teacher takes anecdotal notes or keeps a running record
of miscues as well as rate of reading during the first reading
of the text.
2. Progress is tracked on a chart or graph.
3. The student practices rereading the text orally or silently
several times.
4. The student rereads the text for the teacher a second time,
and the teacher once again takes anecdotal notes and/or
running records (Using a different colored pen helps to
indicate the student’s growth between readings).
NOTE: To support a cooperative learning approach, have students
complete their repeated readings with partners.
(Koskinen & Blum, 1984; Samuel, 1972; Topping, 1987)
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NOTES TO THE FACILITATOR
Continue to use this space to record your training notes if you chose to
demonstrate the application on the opposite page.
SUPPORT MATERIALS
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Application 1: Repeated Reading (continued)
Variation:
Oral Previewing
Suggested Procedures:
1.
Begin by having the student preview the text by first
listening to an expert reader.
2.
After listening to the expert fluent reader several
times, the student reads the passage independently.
NOTE: Rasinski (1990) found that oral previewing and repeated
readings are equally effective in improving fluency.
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NOTES TO THE FACILITATOR
Continue to use this space to record your training notes if you chose to
demonstrate the application on the opposite page.
SUPPORT MATERIALS
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Guided Repeated Reading Experiences
Application 2: Neurological Impress Method (NIM)
In this approach, the teacher and the student read orally in
unison. It might be helpful to initiate this approach using short,
rhythmic, and repetitive texts, such as poems or song lyrics.
Suggested Procedure:
1.
Sit on the side of your student, so that you will be able to
read into the student’s ear.
2. Begin reading along with your student. Your voice may be a
second or two ahead of the student’s, especially if the
student has a limited sight vocabulary.
3. Model fluent, expressive reading. Do not stop if the student
falters.
4. Instruct the student to continue to read along – or slightly
behind you—as much as possible.
5. Move your finger along the line of print so that the student
can follow along more easily.
(Heckelman, 1969)
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NOTES TO THE FACILITATOR
Continue to use this space to record your training notes if you chose to
demonstrate the application on the opposite page.
SUPPORT MATERIALS
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Guided Repeated Reading Experiences
Application 3: Echo Reading
This approach is similar to both the neurological impress method
and repeated reading procedures; it, too, involves teacher
modeling and the student “approximating” or imitating the
reading. It is recommended for students who focus too much on
the words in a passage rather than on the meaning, or for those
students who read without expression or attention to
punctuation/other cues.
Suggested Procedure:
1. The teacher reads one sentence of text aloud with
appropriate intonation and phrasing.
2. The student tries to imitate or repeat the text—and the
reading of the text--as modeled.
3. The text reading continues in this manner until the teacher
feels the student can imitate more than one sentence at a
time.
(Anderson, 1981)
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NOTES TO THE FACILITATOR
Continue to use this space to record your training notes if you chose to
demonstrate the application on the opposite page.
SUPPORT MATERIALS
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Guided Repeated Reading Experiences
Application 4: Radio Reading
This procedure is for developing oral reading fluency in a group
setting with students “acting” or reading texts (e.g., print media,
newspapers, magazines or any print source that can be
converted into a news story).
Suggested Procedures:
1. Only the reader and the teacher have copies of the script;
the other students act as listeners.
2. Students rehearse until they have gained confidence in their
reading.
3. Unlike round robin reading where all mistakes are visible to
anyone following along, this approach allows students to
deviate from the text –and paraphrase--without
embarrassment by stressing the idea that their reading
should make sense.
(Searfoss, 1975)
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NOTES TO THE FACILITATOR
Continue to use this space to record your training notes if you chose to
demonstrate the application on the opposite page.
SUPPORT MATERIALS
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Guided Repeated Reading Experiences
Application 5: Reader’s Theater
This approach (like other approaches that involve performances
or dramatic readings for others, e.g., strategy use
performances, chamber theater, Wolf, 1994) provides a
realistic opportunity for students to read orally and practice
their use of intonation, inflection, and fluency. It is helpful not
only for fluency, but also for comprehension, because the
students must decide how to convey their interpretation of the
text (through their oral reading/performance) to an audience.
Suggested Procedures:
1. Students select texts/tasks, or they are assigned parts/roles for a
“performance.”
2. Students practice reading the text and/or completing the task, getting
help from others before the performance with unfamiliar words,
phrasing, intonation, and expression.
3. Students read their scripts/texts or perform their tasks orally for an
audience.
(Sloyer, 1982)
The following websites offer ideas for reader’s theater:
http://www.acs.ucalgary.ca/~dkbrown/readers.html
www.aaronshep.com (Stories on stage. Scripts for readers theater performances, how-to
tips for scripting, staging, and performing, and links to related sites)
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NOTES TO THE FACILITATOR
Continue to use this space to record your training notes if you chose to
demonstrate the application on the opposite page.
SUPPORT MATERIALS
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Guided Repeated Reading Experiences
Application 6: Screen Readings of Captioned Programs
Captions were first developed for hearing-impaired viewers, but
they can also be used for fluency instruction. Rereading
captioned programs provides opportunities for students to
practice reading that is entertaining and self-correcting.
Koskinen and her colleagues found that less fluent readers and
bilingual students become more motivated readers when they use
captioned television and video, perhaps because of the multisensory
processing involved.
Suggested Guidelines:
1. Choose programs related to literature and content-area instruction
as a pre-reading activity.
2. Introduce the program, reviewing vocabulary as needed.
3. Plan related activities to use after viewing the program.
4. Allow English language learners to view the program several times.
5. Create a text set of books and other related materials to use with
the program.
6. Provide opportunities for students to review the program and read
related texts.
(Koskinen, Wilson, Gambrell, & Neuman, 1993; Tompkins, 2001)
For more information about captioned television programs and videos, contact The
National Captioning Institute at 1-800-533-WORD.
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NOTES TO THE FACILITATOR
Continue to use this space to record your training notes if you chose to
demonstrate the application on the opposite page.
SUPPORT MATERIALS
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Guided Repeated Reading Experiences
Application 7: Building Reading Rate
Some students read accurately, but slowly. One technique for building
fluency rate is suggested by Carnine and Silbert (1979).
1. Select a passage on which the student is at least 90% accurate.
2. Establish a base rate on a one-minute timing (words read per
minute).
3. Set a target for the passage that is 20%-40% above the initial
rate (e.g., if the student read 60 wpm x .30, the new target would
be 60 + 18 = 78 wpm).
4. Graph the target in the student’s folder and have him or her
reread the passage as many times as necessary to reach the
target on a one-minute timing.
5. Continue to increase the student’s target by 20%-40% (on
passages of similar difficulty) until the student’s average rate
reaches the established criterion for his or her grade level (with
accuracy maintained).
6. Once the criterion rate has been reached, the level of difficulty
of the passage may be increased.
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NOTES TO THE FACILITATOR
Continue to use this space to record your training notes if you chose to
demonstrate the application on the opposite page.
SUPPORT MATERIALS
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Modeling and Explicit Instruction
Application 1: Oral Recitation Lesson
This approach has been recommended as a solid alternative to
the traditional but ineffective practice of round robin reading
(Reutzel & Cooter, 2000; Reutzel & Hollingsworth, 1993). It
consists of two basic components (direct instruction and
indirect instruction) with a series of subroutines.
Suggested Procedures:
I. Direct Instruction
A. Comprehension
1. Introduce a new selection (e.g., activating prior knowledge,
predicting, making connections).
2. Read the selection aloud and lead the students in an analysis of
the content (e.g., questions/answers, story features, connections,
etc.)
3. Record student responses (e.g., chart, board, overhead, etc.).
B. Practice
1. Work with students to improve their oral reading expression by
modeling fluent reading with sections of the text.
2. Have students “approximate” your reading (e.g., use choral
reading, unison reading, echo reading, etc.).
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NOTES TO THE FACILITATOR
Continue to use this space to record your training notes if you chose to
demonstrate the application on the opposite page.
SUPPORT MATERIALS
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Application 1: Oral Recitation Lesson (continued)
C.
Performance
1. Have students select a text segment to perform for others in
the group/class.
2. Encourage the listeners to comment positively on the
performance.
II. Indirect Instruction
A. Fluency practice
1. Have students select a story or other text that they will
practice reading until they become fluent or “expert.”
2. Observe their reading (e.g., take anecdotal notes, running
records, etc.).
3. Help them to decide (self-assess) when they are ready to
demonstrate or perform their fluent reading.
B. Demonstrating fluent (expert) reading
1. Have students perform their fluent reading in front of peer or
parent audience.
2. Encourage the listeners to give positive feedback.
(Hoffman, 1987)
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NOTES TO THE FACILITATOR
Continue to use this space to record your training notes if you chose to
demonstrate the application on the opposite page.
SUPPORT MATERIALS
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Modeling and Explicit Instruction
Application 2: Fluency Development Lesson
The Fluency Development Lesson (FDL) is a combination of
read aloud, choral reading, listening to children read, and
reading performance. It is meant to supplement other reading
experiences and to promote meaningful reading, fluency, and
word recognition. During the lesson, students listen to the
teacher read a short text (e.g., a poem, a patterned story, or
a portion of a text), read the text chorally, pair up and
practice, and then perform the reading for an audience.
Procedures:
1. Prepare two copies of text per child and teacher as well as
an overhead transparency or big chart of the text.
2. Read the text several times while the students follow along
on their copies.
3. Discuss the meaning of the text. Point out how reading
with expression can enhance the meaning as well as entice
others to listen.
4. Read the text chorally several times.
5. Pair the students with a partner or buddy. Each student
reads the text orally to his/her partner at least three
times with the listener giving positive feedback and help
when needed. Circulate/observe their reading, noting
which pairs appear to be ready to perform.
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NOTES TO THE FACILITATOR
Continue to use this space to record your training notes if you chose to
demonstrate the application on the opposite page.
SUPPORT MATERIALS
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Application 2: Fluency Development Lesson (continued)
6. Call the class together as a whole group. Invite some pairs
to perform their text for the rest of the class.
7. Have students choose three words from the text that they
would like to include in their word banks for future word
study.
8. Have students place the copy of the text in a folder or
text box for future readings (e.g., to parents at home, with
a different partner).
9. To prepare students for another interactive reading
experience, begin the next FDL with a quick choral
rereading of a previously read text.
(Rasinski, Padak, Linek, & Sturtevant, 1994)
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NOTES TO THE FACILITATOR
Continue to use this space to record your training notes if you chose to
demonstrate the application on the opposite page.
SUPPORT MATERIALS
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Application 3: Look for the Signals
Look for the Signals is a strategy that helps students to see
how punctuation and other typographical signals (e.g.,
punctuation marks, large and bold print, underlining, italics)
affect meaning and help readers better understand an
author’s intended message.
Signal
Comma
What It Conveys
Need to pause
Period
Question mark
Exclamation point
Underlined,
enlarged, bold or
italicized print
Combination
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Example
Mary, my daughter is as
tall as you.
Placement affects
Mary, my daughter, is as
meaning
tall as you.
Need a longer pause
The clouds looked strange.
Need to raise
Did you sleep well last
intonation at the end of night?
the sentence
Need to read with a
It was a wonderful party!
certain emotion
Need for special stress This is what I said.
This is what I said.
This is what I said.
Used to show
The coach said, “I am SO
meaningful units
proud of how all of you
played this game!”
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NOTES TO THE FACILITATOR
Continue to use this space to record your training notes if you chose to
demonstrate the application on the opposite page.
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Application 3: Look for the Signals (continued)
Procedures:
1.
2.
3.
4.
5.
Select specific text excerpts that students have already read or
will be reading that correspond to the specific signals you will be
teaching or emphasizing.
Enlarge the text excerpt on an overhead transparency or chart
paper or use big books that show the specific text.
Tell students that you will read the text twice and that you want
them to listen to see which reading gives them the best idea about
the character or event. Use a monotone voice for the first
reading. Reread the text using expression and all typographical
signals. Discuss the differences in the readings with the students
(e.g., Which reading interested you more? Did emphasizing
different words and pausing at different times give you a better
understanding of the author’s message?). Point out the different
typographical signals you used and how these helped you to better
convey the author’s intended meaning.
Provide students with meaningful practice, reminding them to look
for the signals when reading to themselves.
After the practice session, have students read aloud one or more
sentences in which they used a typographical signal and explain
what the signal indicated they needed to do.
(Opitz & Rasinski, 1998)
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Continue to use this space to record your training notes if you chose to
demonstrate the application on the opposite page.
SUPPORT MATERIALS
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Application 4: Prompts for Supporting Fluency
Teacher Prompts for Supporting Fluency While Reading
4 How do you think your reading sounds?
4 Read the punctuation.
4 Make your voice go down when you see the period.
4 Make your voice go up when you see the question mark.
4 Take a short breath when you see the comma [or the
dash].
4 Use emphasis when you see the exclamation point.
4 Make it sound like the characters are talking.
4 Read it like this [model phrasing or chunking].
4 Read this much all together [cover part of print to show
only the phrase or chunk].
4 Put your words together so it sounds like the way you talk.
4 Make your voice show what you think the author meant.
(Fountas & Pinnell, 2001, p. 352)
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Continue to use this space to record your training notes if you chose to
demonstrate the application on the opposite page.
SUPPORT MATERIALS
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Incorporating Meaningful Texts
Application 1: Predictable Language
This method takes advantage of the rhythmic, repetitive
language structures in children’s literature and nursery rhymes
(Walker, 1992). The assumption is that word identification is
facilitated by the predictive nature of the text.
Suggested Procedures:
1. Select text that contains a predictable pattern.
2. Read the text aloud to students completely through, so
they can hear the whole story. Emphasize the predictable
parts using an enthusiastic voice.
3. Read the text again, but this time ask the students to join
in whenever they know the pattern.
4. During additional readings, you could use an oral cloze
procedure to give students practice in predicting upcoming
words.
5.
Students can read the text on their own, using the
predictable language patterns and picture clues to aid
them.
6.
An extension could be to ask students to write their own
predictable pattern story using the pattern from the text
read.
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NOTES TO THE FACILITATOR
Subsection 2: Assessment includes tips for administering oral reading
fluency measures (e.g., materials, suggested procedures, marking, scoring,
fluency probe development and a sample probe) and 4 different assessment
tools. You could also have available several different published informal
reading inventories for participants to review if they are unfamiliar with
these assessment tools.
When presenting this subsection, do not show any bias toward or against any
assessment procedure or tool. Instead, allow the participants to become
familiar with each instrument, and to decide which procedure/tool fits their
unique situation.
SUPPORT MATERIALS
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Subsection 2
Assessment
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NOTES TO THE FACILITATOR
Pages 37-43 include “Administering Oral Reading Fluency Measures” and
“Fluency Probe Development.” Ask your participants if they have given an
IRI, running record or miscue analysis. For participants who have used any
of these measures, the directions for the Oral Fluency Measure will be a
review. Of interest to them, in any case, are the Assessment Rate Goals.
These numbers represent student targets for grades 2 - 5 for oral reading
and accuracy.
SUPPORT MATERIALS
SESSION ACTIVITIES
Materials: Samples of
different informal reading
inventories
Reviewing Administration and Assessment
Procedures
1. Ask the participants if they have
administered an IRI, running
record, or miscue analysis.
2. Based on the background
knowledge/ needs of the
participants, talk through, review,
or explain in detail how to
administer, mark, and score oral
reading fluency measures.
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Administering Oral Reading Fluency Measures
Materials
• Passage for the student to read (sometimes called a “probe”)
If the student is reading for practice, the probe may be used
more than once. If the student is reading for assessment
purposes, the probe must be secure and unpracticed.
• Administrator’s Scoring Sheets
You will need one for each student. You will be recording the rate
and accuracy for each student on a separate sheet.
• Stopwatch or other timing device to determine one minute
Note: It is a good idea to administer fluency assessments at a desk
or table, rather than having the student just sit and hold the
probe. Students are able to do better if their hands are free
for guiding or pointing.
Suggested Procedures:
1. Introduce yourself (if you are not the student’s teacher).
2. Say: “Hi, (name). I would like you to read a story out loud to me.
Read it as quickly and as carefully as you can. Just skip any words
you do not know or cannot read. If you get to a word you do not
know and you are stuck, I’ll say, ‘Go on’ and you should go on to the
next word. At the end of one minute, I’ll ask you to stop. I am
going to take some notes while you are reading, so I can
remember what you say. Do you understand what I want you to
do?”
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Administering Oral Reading Fluency Measures (continued)
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Administering Oral Reading Fluency Measures
(continued)
3. Then say: “The title of this story is _________________.
When you say your first word, I will start my stopwatch. You can
start whenever you’re ready.”
4. Start the stopwatch when the student says the first word of the
passage. If a student does not know a word, wait three seconds
and say, “Go on.” Do not give the student the word.
5. As the student reads, record any errors using a marking system.
6. At the end of one minute, make double slash marks and tell the
student he or she may stop reading. (Another option is to make
the double slash marks at the end of one minute and let the
student continue to the end of the passage, noting time used.)
Note: Depending on the purpose of the fluency timing (practice or
assessment), you may want to discuss the student’s errors with
him or her when the reading is completed.
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NOTES TO THE FACILITATOR
Administering Oral Reading Fluency Measures (continued)
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Administering Oral Reading Fluency Measures
(continued)
Marking
Using a uniform marking system is important because you want to be
able to examine the probes over time and be able to quickly determine
the kinds of errors the students are making. Knowing the kinds of
errors will inform your instruction.
• Count as Errors: Omissions, mispronunciations, substitutions,
insertions
Circle any words the student omitted or those you told him or her to
“skip.”
Single slash any words the student read incorrectly (either a
mispronunciation or a substitution). Above the error, write what the
student actually said. (Note: If a student mispronounces the same
word in the same way more than one time; the errors are noted, but
they count together as only one error.)
Record any inserted words above a caret ( T ).
• Do Not Count as Errors: Self-corrections, repeated words
Write SC above a word that was mispronounced, but then selfcorrected.
Make a double underline beneath repeated words or phrases.
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NOTES TO THE FACILITATOR
Administering Oral Reading Fluency Measures (continued)
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Administering Oral Reading Fluency Measures
(continued)
Scoring
Determine the total number of words read.
Count the number of errors and subtract from the total.
The difference between the number of words read and the number of
errors is the Words Correct per Minute (WCPM). This is the score
that is recorded and graphed.
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NOTES TO THE FACILITATOR
Although there are many different informal reading inventories available on
the market, teachers need to know how to develop fluency probes from
basals or other texts being used in the classroom.
SUPPORT MATERIALS
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SESSION ACTIVITIES
Reviewing Fluency Probe Development
1. Talk through, review, or explain in
detail how to develop fluency
probes.
2. Refer to the selection on the next
page as a sample probe taken from
Open Court Collections for Young
Scholars, 2 - 1 (used with
permission from the publisher).
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41
Fluency Probe Development
It is very useful and easy to develop fluency probes from basals or
texts that are being used by the student in a grade level. Make sure
the passage selected is at the correct level of difficulty for the
student.
1. Select a passage of 110-120 words in length at the student’s
independent level. This passage should not have been read recently.
(See sample on next page.)
2. Type the probe, leaving room on the right side to place word count
numbers. Comic Sans and Century Gothic are both clear fonts that
are easy for students to read. Make sure you record the basal or
text you used, with the page number at the bottom of the page,
along with the student name and date. This helps when documenting
growth and/or recording student data.
3. Don’t forget that you will need to run off two copies per session:
one for the student to read from and one for recording the
students’ responses onto.
4. To start the teacher says:
“I am going to have you read a passage aloud to me. Read it as best
you can. I will not be able to help you, so if you come to a word or
words you don’t know, try your best and go on. After one minute I
will stop you.” Start the timer “as” the student reads the first
word.
5. Have the student read the passage. As the student reads, record
mistakes and words read correctly. Stop the student after one
minute.
6. One way to calculate a student’s fluency is to take the total number
of words read in one minute and to subtract the errors.
Total words read in one minute___________
Subtract errors
- ___________
= Words Correct Per Minute ___________ (WCPM)
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NOTES TO THE FACILITATOR
Reviewing Fluency Probe Development (continued)
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Fluency Probe Development (continued)
Sample Fluency Probe
Student Name_________________________ Date____________
Animal Homes by Illa Podendorf
Some animal homes are under the ground.
9
Ground squirrels build homes under the ground.
Their home is a long hall. This hall is called a tunnel.
Sometimes the ground squirrels leave a pile of dirt at
the door to their home.
16
28
38
43
Badgers live underground, too. If you look for them,
it is easy to see where they dig their tunnels.
52
62
Skunks often make their homes in holes in the ground.
They sometimes dig new holes. But they may use a
hole that some other animal has made. Sometimes
skunks crawl under buildings and make their homes
there.
72
82
90
98
99
Some kinds of ants build their homes underground.
They dig on and on until they have a long tunnel
underground.
107
118
119
Total words read in one minute – errors =___________ WCPM
(Open Court Collections for Young Scholars, 2-1, pp. 147-148, Open Court Publishing, 1995)
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NOTES TO THE FACILITATOR
The rate goals listed on the chart on the opposite page were derived from
data collected since 1981 from 7000 – 9000 students in Grades 2 – 5
enrolled in general, remedial/ compensatory, and special education programs.
These rates are for grade level (goal) materials and reflect words read
correctly per minute (WCPM). The norms listed on the chart, which are for
“cold” or unpracticed readings, may be low compared to those based on
practiced readings.
SUPPORT MATERIALS
OH/PPT #20: Assessment:
Rate Goals
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SESSION ACTIVITIES
Review
1. Display the overhead and review
the rates.
2. Point out that the rates reflect:
• grade level (goal) materials
• WCPM (words correctly read
per minute)
• cold or unpracticed readings
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Assessment: Rate Goals
Grade
Percent
Fall
WCPM
Winter
WCPM
Spring
WCPM
2
75
50
25
82
53
23
106
78
46
124
94
65
3
75
50
25
107
79
65
123
93
70
142
114
87
4
75
50
25
125
99
72
133
112
89
143
118
92
5
75
50
25
126
105
77
143
118
93
151
128
100
NOTE:
Rates are reported for grade level (goal) materials and reflect
words read correctly per minute (WCPM). Norms listed above are
not for practiced materials; therefore, they may be low compared
to practiced readings. (Data for these norms was collected since
1981 from 7000-9000 Grades 2 – 5 students in general, remedial/
compensatory, and special education programs.)
(Hasbrouck & Tindal, 1992)
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Assessment Tools #1 - #4 reflect a variety of different approaches to
assessing reading fluency (e.g., levels 1 – 4; accuracy, rate, phrasing
with/without retelling; nonfluent – fluent levels; phrasing, smoothness, and
pacing).
Review Jigsaw under “Cooperative Group Procedures” in the “Tips for
Facilitating a Reading Links Module” before beginning this subsection. It
explains how to carry out this activity.
SUPPORT MATERIALS
Optional Activity:
If Jigsaw is not used
identify the fluency
assessment tools provided
and encourage further study
and use of assessments.
Video or audio tape of a
student orally reading
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SESSION ACTIVITIES
Jigsaw Viewing and Assessing
1. Identify the 4 assessment tools in
this section.
2. Explain that the OSPI tool (#2)
has many pieces to it but that in
this session, we will be looking at
only the “Phrasing” portion on the
first page. Participants who wished
to use it in their classroom,
however, would be using this tool in
its entirety.
3. Divide the whole group into 4
smaller groups. Assign each a
different assessment tool.
4. Play the video or tape of a student
orally reading.
5. Have each group use their
assessment tool to mark the
student’s reading score.
6. As a whole group, have each tool
group share how they assessed this
student.
7. Compare the scores, and discuss
the pros and cons of these tools.
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ASSESSMENT TOOL #1
NAEP's Oral Reading Fluency Scale
--------------------------------------------------------------------------Level 4 Reads primarily in larger, meaningful phrase groups.
Although some regressions, repetitions, and deviations from
text may be present, these do not appear to detract from
the overall structure of the story. Preservation of the
author's syntax is consistent. Some or most of the story is
read with expressive interpretation.
Level 3 Reads primarily in three- or four-word phrase groups. Some
smaller groupings may be present. However, the majority of
phrasing seems appropriate and preserves the syntax of the
author. Little or no expressive interpretation is present.
Level 2 Reads primarily in two-word phrases with some three-or
four-word groupings. Some word-by-word reading may be
present. Word groupings may seem awkward and unrelated
to larger context of sentence or passage.
Level 1 Reads primarily word-by-word. Occasional two-word or
three-word phrases may occur but these are infrequent
and/or they do not preserve meaningful syntax.
(U.S. Department of Education, National Center for Education Statistics. (1995) Listening
to Children Read Aloud, 15. Washington, DC)
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Assessment Tool jigsaw (continued)
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ASSESSMENT TOOL #2: OSPI 2nd Grade
Oral Reading Rubric
Accuracy
Rate
Phrasing*
1
85% or
fewer
words read
correctly
30 or fewer
words per
minute
ALL WORD BY WORD -- no phrasing,
awkward word groupings, no use of punctuation
2
86-89%
words read
correctly
31-49
words per
minute
MOSTLY WORD BY WORD -- some 2-3 word phrasing,
appropriately grouped, occasional use of punctuation
3
90-95%
words read
correctly
50-89
words per
minute
MOSTLY PHRASING --some word-by-word, but mostly
meaningful phrases; uses punctuation most of the time
4
96-100%
words read
correctly
90 or more
words per
minute
LARGE MEANINGFUL PHRASES -- very few word-by word
slowdowns, expressive interpretation guided by punctuation
and meaning
* Adapted from Fountas & Pinnell (1996)
RETELLING RUBRIC
1
Retelling is unfocused and/or sketchy; misinformation or little information is
provided; little or no content is included in the retelling; may include some points
from the passage, mostly details, but misses the main idea or problem and
significant ideas.
2
Retelling has some information from the passage but misses the main idea or
problem; may have a few key events, information, or details, but they are not
integrated into the larger story; has little organization or sequence.
3
Retelling includes main idea or problem, most significant events, and some details;
retelling is generally organized and sequenced.
4
Retelling includes main idea or problem, all significant events or information, many
supporting details; retelling is organized in proper sequence, and is coherent.
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NOTES TO THE FACILITATOR
Assessment Tool jigsaw (continued)
SUPPORT MATERIALS
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Accuracy, Rate, and Phrasing
46
(OSPI 2 nd Grade continued)
Accuracy is based on the total number of words read (which
varies depending on the passage) and the number of errors.
In order to convert the raw score into a percentage, divide the
number of words read correctly by the total number of words in
the passage.
correct words
total words
Example:
135
150
=
=
accuracy
90%
Rate: Words per minute is computed based on the amount of time
it takes the student to read the entire selection.
# words = words per minute
# minutes
Example:
165 words
3 minutes
=
55 words per minute
153 words
2.5 minutes
=
61 words per minute
Phrasing: the ability to read a passage accurately with the
awareness of syntax and expression.
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Assessment Tool jigsaw (continued)
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Combining Scores
47
(OSPI 2 nd Grade continued)
Use the Oral Reading Rubric for scoring. For each of the three
main categories in the matrix (i.e., accuracy, rate, and phrasing),
choose the criterion that most closely matches the child’s
performance, and mark that box. For instance, if the child’s
accuracy is 85 percent, mark the box with “85% or less” in it; if
the child’s rate is 35 words per minute, mark the box with “3139”; and if the child’s phrasing most closely matches the
description for phrasing for “1”, mark the box with “1” in it.
Then add the three scores together. In the above example, the
teacher adds 1 + 2 + 1 = 4. A score of 6 or below indicates a
child is “substantially below grade level.”
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Assessment Tool jigsaw (continued)
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Oral Reading Rubric
48
(OSPI 2nd Grade continued)
Accuracy
Rate
Phrasing
1
85% or
fewer
30 or
fewer
ALL WORD BY WORD
2
86-89%
31-49
words
MOSTLY WORD BY WORD
3
90-95%
50-89
words
MOSTLY PHRASING
4
96-100%
90 or
more
LARGE MEANINGFUL PHRASES
Determine the child’s performance by combining the 3 scores.
When using the retelling category, follow the same procedure,
except add all four scores together to get the total score. When
retelling is included, a score of 8 or below places the student
“substantially below grade level .”
Total Scores for Accuracy, Rate and Phrasing
Score of 6 and below
= “Substantially Below Grade Level”
Score of 7 or 8
= “Borderline range”
Score of 9 or above
= “Satisfactory Progress”
Total Scores for Accuracy, Rate, Phrasing and Retelling
Score of 8 and below
= “Substantially Below Grade Level”
Score of 9 -11
= “Borderline range”
Score of 12 or above
= “Satisfactory Progress”
Retesting at a later date is required for “Substantially Below” students after
appropriate classroom adaptations have been applied.
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Assessment Tool jigsaw (continued)
SUPPORT MATERIALS
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ASSESSMENT TOOL #3
Rubric for Fluency Evaluation
Nonfluent Reading
•
•
•
•
•
Word-by-word reading
Frequent pauses between words (poor phrasing)
Little recognition of syntax
Little response to punctuation
Some awkward word groupings
Beginning Fluency
•
•
•
•
Frequent word-by-word reading
Some two- and three-word phrasing
May reread for problem solving or to clarify (strategic reading)
Shows some awareness of syntax and punctuation
Transitional Fluency
• Combination of word-by-word reading and fluent phrase reading
•
•
Some expressive phrasing
Shows attention to punctuation and syntax
Fluent Reading
• Fluent reading with very few word-by-word interruptions
•
•
•
•
Reads mostly in larger meaningful phrases
Reads with expression
Attends consistently to punctuation
Rereads as necessary to clarify or problem solve
(adapted by Reutzel & Cooter, 2000, from Fountas & Pinnell, 1996)
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NOTES TO THE FACILITATOR
Assessment Tool jigsaw (continued)
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ASSESSMENT TOOL #4
Multidimensional Fluency Scale
Student’s Name _________________________________ Date _________
Text __________________________________________________________
Directions: Use the scale in all three areas to rate reader fluency. Circle the
number in each category that best corresponds to your observations.
Phrasing
1
Monotone with little sense of phrase boundaries; frequent word-by-word
reading
2 Frequent two- and three-word phrases, giving the impression of choppy
reading; improper stress and intonation that fails to mark ends of sentences
and clauses
3 Mixture of run-ons, mid-sentence pauses for breath, and possibly some
choppiness; reasonable stress/intonation
4 Generally well phrased, most in clause and sentence units with adequate
attention to expression
Smoothness
1
Frequent extended pauses, hesitations, false starts, sound-outs, repetitions, and/or
multiple attempts
2 Several “rough spots” in text where extended pauses, hesitations, and so on, are
more frequent and disruptive
3 Occasional breaks in smoothness caused by difficulties with specific words and/or
text structures
4 Generally smooth reading with some breaks, but word and structure difficulties are
resolved quickly, usually through self-corrections
Pacing
1
2
3
4
Slow and laborious
Moderately slow
Uneven mixture of fast and slow reading
Consistently conversational
(Zutell & Rasinski, 1991 as cited in Opitz & Rasinski, 1998)
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The CD/video modeling subsection is the time for participants to view a “real
teacher” (not a simulated classroom or actor) demonstrating classroom
application strategies from this module. Some of the CD/videos are explicit
teaching of strategies; some are models of a strategy integrated into many
lessons. In either case, preview the entire video. You will need to make
decisions on how to use it most effectively for your training. You can:
•
•
•
•
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Highlight a portion(s) of the CD/video rather than showing it
in its entirety
Use the Pre/Post teaching interviews during this session or
save them for another time
Reserve the CD/video to be shown again at a future time
Use the CD/Video Modeling Observation Chart for the first
viewing and the Checklist in the Helpful Resources for
additional viewings.
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Subsection 3
CD/Video Modeling
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NOTES TO THE FACILITATOR
This section contains two classroom examples which effectively model
fluency instruction to view. The Joan Moser lesson was filmed in a third
grade classroom. She is working with a small group of students to increase
their fluency and comprehension.
The other video presents Gail Boushey, a first grade teacher. In this
lesson, her students present a reading performance that they have
practiced many times. During the lesson, the students ask their classmates
‘checking for understanding’ questions as they perform.
SUPPORT MATERIALS
SESSION ACTIVITIES
CD/video of Joan Moser’s 3rd
grade lesson – Comprehension
II
CD/Video Viewing
CD/Video of Gail Boushey’s
1st grade lesson – Fluency I
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Cue up the CD/videos and discuss as
determined by the needs of your
participants.
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Contexts for CD/Video Viewing
CD/Video Viewing
Context #1:
Joan Moser, 3 rd Grade, Comprehension II
Sherwood Forest Elementary School
Federal Way, WA
Focus:
Explicit modeling of fluency
Context #2:
Gail Boushey, 1st Grade
Sunrise Elementary School
Kent, WA
Focus:
First graders performing their fluency while
using reciprocal teaching
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NOTES TO THE FACILITATOR
This Observation Chart is a recording device to be used by the participants
as they watch the videos.
SUPPORT MATERIALS
SESSION ACTIVITIES
CD/Video of Joan Moser
CD/Video Viewing
1. Have the participants read the 4
guiding questions on the
Observation Chart?
2. Introduce the CD/video the
participants are about to see by
describing the lesson(s) you
previewed and chose for this
session.
3. Explain that the CD/video was
filmed in the teacher’s real
classroom with his/her students
present.
4. View the CD/video or sections of
you have chosen to be seen.
5. Have the participants record their
observations to the guiding
questions on the observation chart
as they view the CD/video.
6. Discuss each question and the
observations at the end of the
viewing.
CD/Video of Gail Boushey
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CD/Video Modeling Observation Chart
What activities for teaching
fluency did the teacher use?
What classroom management
strategies did the teacher use
to support instruction?
How did the teacher assess,
engage, or reinforce student
success?
What else did you observe?
(e.g. other literacy enrichment,
physical environment, and/or
accommodations)
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Action Planning is designed to give participants time to apply what they have
learned to their classrooms. See “Key Learning Goals” #5 in Overview that
states “The participants will create an action plan to apply key learning from
this module.” Encourage them to plan small and start soon.
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Subsection 4
Action Planning
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NOTES TO THE FACILITATOR
SUPPORT MATERIALS
SESSION ACTIVITIES
Action Planning
1. Encourage the participants to
follow the 3-step process to begin
teaching fluency in their classrooms
tomorrow.
2. Read the 3 steps – Review, Revise,
and Plan.
3. Give time for each participant to
follow the plan.
4. Ask for questions.
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Action Planning: How Can I Put My New
Learnings into Practice?
1. Review: Look over the notes you made during
the Think-Ink-Pair-Share activities completed
at the beginning of this session.
2. Revise: What additions or revisions can you
make to your notes?
3. Plan: What are your next steps to incorporate
fluency purposefully into your lesson plans
tomorrow?
How will those plans meet the
instructional needs of your students?
Using the form on the next page, construct an action plan that
will help you address the instructional needs of your students.
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NOTES TO THE FACILITATOR
As the participants are planning, roam around the room, providing assistance
where needed. For example, give guidance to those who are having difficulty
and provide feedback to those who finish quickly.
SUPPORT MATERIALS
SESSION ACTIVITIES
Action Planning Recording Page
1. Instruct the participants to record
their plans on this page.
2. Share plans in small or whole
group(s).
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Constructing an Action Plan to Meet
the Instructional Needs of Students
What plans can I try tomorrow?
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How will the plans address the
instructional needs of my
students?
Review – Overview- Presentation - ENGAGEMENT AND PRACTICE - Summary
SUMMARY NOTES
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
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NOTES TO THE FACILITATOR
This is the time for participants to summarize what they have learned from
these training sessions.
The participants will not do an exercise called a Synectics Search or a
Simile. This process involves constructing, comparing, and/or associating a
mental image or picture of teaching fluency with other words, pictures, or
experiences in their background knowledge.
SUPPORT MATERIALS
SESSION ACTIVITIES
Synectics Search
1. Have the participants think about
what teaching fluency is like.
2. Have them think about why it is like
that.
3. The participants write their idea in
the blanks provided on the opposite
page.
4. Share their ideas as a whole group.
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SECTION 5: SUMMARY
Synectics Search (Simile)
Summarize and document your key learnings about
fluency by completing the following statement:
Teaching fluency is like __________________
because ______________________________.
This synectics process involves constructing,
comparing, and/or associating a mental image or
picture of teaching fluency with other words,
pictures, or experiences in your background
knowledge.
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After the summarizing activity, conclude your training session. Acknowledge
the commitment that the participants have made to their students,
classrooms, and themselves by taking the time beyond their already busy
jobs to learn more. Celebrate with them that their learning is also important
and that by putting aside the time to grow as educators, they are creating a
healthy balance in their lives as they learn strategies that will benefit their
students.
Finally, have the participants fill out an evaluation of the training before
they leave. In the “Tips to Facilitating”, there are suggested forms.
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Evaluation and Feedback
1. What did you find most useful about this session?
2. What did you find least useful?
3. What additional information, materials, or resources
would be useful?
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HELPFUL RESOURCES NOTES
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
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NOTES TO THE FACILITATOR
Section 6: Helpful Resources section is similar to an appendix. It consists
of 2 sections – Checklist for Evaluating Instructional Materials and
CD/Video Modeling Checklist. The Checklist for Evaluating Instructional
Materials is a guide to assessing the content and uses of instructional aides.
The CD/Video Modeling Checklist is a guide to watching the videos for
effective teaching behaviors. The Material and CD/Video Modeling
Checklists are designed to be used at a later date. If a staff member
wanted to reconvene, for example, and peruse its curriculum, it could use the
Materials Checklist as a guide to the strengths and weaknesses of the
classroom materials. In addition, as suggested in the Video Modeling
subsection, a staff member may want to view the videos for this module over
two or three separate occasions. The CD/Video Modeling Checklist offers
additional observational categories and content.
This would be a good time to share Goodbye Round Robin Reading by Optiz
and Rasinski, which has a variety of suggested texts to use for guided
repeated reading activities.
Section 7: References
This section lists the resources cited within the manual. It can be used for
additional searches or pursuing deeper research information.
Section 8: Glossary
The glossary included in this model speaks to the particular module that you
are training.
Section 9: PowerPoint and Overheads
This section exists only in the Facilitator’s Manual of any module. It will
help you organize overhead transparencies and/or PowerPoint slides for this
training session.
Section 10: Tips to Facilitating
Like section 9, this section exists only in the Facilitator’s Manual. It is a
module in and of itself that contains the general guidelines for facilitating a
Reading Links training session.
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SECTION 6: HELPFUL RESOURCES
• Suggested Texts to Use with Strategy
Applications
• Checklist for CD/Video Modeling
• Checklist for Evaluating Instructional
Materials
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Suggested Texts notes
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Suggested Texts to Use with Strategy Applications
Choral Reading
Verna Aardema, Bringing the Rain to Kapiti Plain (grades 2 – 3)
Betty Birney, Pie’s in the Oven (grades 1 – 2)
Margaret Dunphy, Here Is the Wetland (grades 2- 3)
Paul Fleischman, Joyful Noise (grades 4 – 5)
Emily Rodda, Yay! (Grades 1 – 3)
Maurice Sendak, Chicken Soup with Rice (grades 1 –2)
Judith Viorst, If I Were in Charge of the World and Other
Worries (grades 1 – 3)
Fluency Development Lesson
Hames Barry, Christine McClymont, and Glen Huser, Mystery
Mazes (grades 4 - 7)
Margaret Wise Brown, The Important Book (grades 1 – 3)
Ann Cameron, The Stories Julian Tells (grades 2 – 4)
Margaret Dunphy, Here Is the Wetland (grades 3 – 4)
Irene Watts, Just a Minute (grades 5 – 8)
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Suggested texts notes cont.
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Look for the Signals
David Adler, Chanukah in Chelm (grades 2 – 3)
Kathi Appelt, Watermelon Day (grades 1 – 3)
Judith Bentley, “Dear Friend”: Thomas Garrett and William Still
(grades 4 – 5)
Lady Borton, Junk Pile! (Grades 2 – 4)
J. Patrick Lewis, The La-Di-Da Hare (grades 2 – 3)
Collin McNaughton, Oops! (Grades 1 – 2)
Angela Medearis, The Ghost of Sifty Sifty Sam (grades 2 – 4)
Poems of Two Voices
Paul Fleischman, I Am Phoenix
Paul Fleischman, Joyful Noise
Radio Reading
Beverly Cleary, Ramona Quimby, Age 8 (grades 2 – 5)
Arnold Lobel, Days with Frog and Toad (grades 1 – 2)
Ann Martin, The Baby Sitters Club Chain Letter (grades 2 – 5)
Cynthia Rylant, Henry and Mudge Take the Big Test (grades 1 –
3)
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Suggested text notes cont.
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Read Around
Rosalinda Barrera, Verlinda Thompson, and Mark Dressman,
Kaleidoscope: A Multicultural Booklist for Grades K – 8
Children’s Choices, More Kids’ Favorite Books (K – 6)
Beverly Kobrin, Eyeopeners II: Children’s Books to Answer
Children’s Questions about the World around Them (K – 12)
Michael Opitz, Getting the Most from Predictable Books (K – 3)
Readers Theater
Suzanne Barchers, Readers Theater for Beginning Readers
Win Braun and Carl Braun, A Readers Theater Treasury of
Stories
Neill Dixon, Anne Davies, and Colleen Politano, Learning with
Readers Theater
Anthony Fredericks, Frantic Frogs and Other Frankly Fractured
Folktales for Readers Theater
(Opitz & Rasinski, 1998)
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CD/VIDEO Modeling Checklist
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CD/VIDEO MODELING CHECKLIST
EFFECTIVE TEACHING
CHARACTERISTICS
LEARNING ENVIRONMENT
1. Communicates a warm interest in
and respect for the students.
2. Provides a literacy-rich learning
environment.
MANAGEMENT
1. States objectives, expectations,
and routines.
2. Takes actions to keep all students
engaged.
INSTRUCTION
1. Uses a variety of
teaching/learning methods.
2. Paces instruction to keep the
class involved.
3. Uses a variety of grouping
strategies to increase student
engagement and interaction.
4. Models the designed behaviors
and provides think-alouds.
5. Asks open-ended questions and
provides adequate wait time for
thinking.
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If observed, make notes as to how the
teacher handled this characteristic
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CD/VIDEO Modeling checklist cont.
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CD/VIDEO MODELING CHECKLIST (continued)
INSTRUCTION (cont)
6. Ensures extensive reading/writing
time for students on a daily basis
(e.g. instructional as well as
independent)
STRATEGIC TEACHING
1. Explicitly explains how strategies
can help reader/writers.
2. Makes connections between new
strategies/information and what
students already know.
3. Provides opportunities for guided
practice in strategy application.
ASSESSMENT
1. Uses a variety of ongoing
assessment techniques to improve
instruction (observations,
checklists, anecdotal records,
informal inventories, etc.)
2. Evaluates the lesson and
diagnoses what was learned and
what needs to be covered?
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Checklist for evaluating instructional materials
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Checklist for Evaluating Instructional Materials
Use the checklist below to guide your decision-making
processes when considering which instructional aids will best
meet the needs of students.
CHECKLIST FOR EVALUATING INSTRUCTIONAL MATERIALS
TOPIC ADDRESSED
Content
1. Is the instructional
material aligned with
state/school
standards?
2. Is the information
and approach
research-based?
3. Is the focus aligned
with the scope and
sequence of your
school/district’s
reading program?
4. Are the materials
and strategies
appropriate for your
students’ needs?
Instruction
1. Will the materials
cover the range your
students need?
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YES
NO
COMMENTS
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Checklist for evaluating instructional materials cont.
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CHECKLIST FOR EVALUATING INSTRUCTIONAL MATERIALS
(continued)
TOPIC ADDRESSED
Instruction (cont)
2. Are the materials
student and teacher friendly and clearly
presented?
3. Does the
instructional design
provide for a balanced
approach to reading?
4. Is there a coherent
instructional
progression of skills and
strategies?
5. Do the lessons include
a variety of engaging
student activities?
6. Are there teaching
options offered to
accommodate for a
variety of teaching and
learning styles?
7. Are opportunities
provided for skills
development and
strategies?
Support
1. Are supplemental
materials provided?
2. Is teacher support
available?
3. Is teacher in-service
offered?
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YES
NO
COMMENTS
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CHECKLIST FOR EVALUATING INSTRUCTIONAL MATERIALS
(continued)
TOPIC ADDRESSED
Support (cont)
4. Are there
opportunities for
ongoing professional
development?
Assessment
1. Is there an
appropriate assessment
component that is
aligned with the
standards/objectives?
2. Does the assessment
program include a
variety of formal and
informal evaluation
activities?
3. Are the performance
skills and strategies
identified in the
lessons?
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YES
NO
COMMENTS
REFERENCES NOTES
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
_______________
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Section 7: References
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SECTION 7: REFERENCES
Adams, M.J. (1990). Beginning to read: Thinking and learning about print.
Cambridge: Harvard University Press.
Allington, R. (1983). Fluency: The neglected reading goal in reading
instruction. The Reading Teacher, 36, 556-561.
Allington R., & Cunningham, P. (1996). Schools that work: Where all
children read and write. Harper Collins.
Anderson, B. (1981). The missing ingredient: Fluent oral reading.
Elementary School Journal, 81, 173-177.
Anderson, R., Wilkinson, I., & Mason, J. (1991). A microanalysis of the
small-group, guided reading lesson: Effects of an emphasis on global
story meaning. Reading Research Quarterly, 26, 417-441.
Armbruster, B., Lehr, F., & Osborn, J. (2001). Put reading first: The
research building blocks for teaching children to read. Jessup, MD:
National Institute for Literacy.
Barr, R., Blachowicz, C., & Wogman-Sadow, M. (1995). Reading diagnosis
for teachers: An instructional approach. White Plains, NY: Longman.
Blachowicz, C., Sullivan, D., & Cieply, C. (2001). Fluency snapshots: A quick
screening tool for your classroom. Reading Psychology, 22, 95-109.
Billmeyer, R., & Barton, M. (1998). Teaching reading in the content areas:
If not me, then who. Aurora, CO: McRel.
Burns, B., & Doll, S. (1999). How to teach balanced reading and writing.
IL: Skylight Professional Development.
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References cont.
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Burns, P., Roe, B., & Ross, E. (1999). Word recognition and meaning
vocabulary: A literacy skills primer. Boston: Houghton Mifflin
Company.
Clay, M. (1972). The early detection of reading difficulties. Auckland, NZ:
Heinemann.
Clay, M. (1993). Reading recovery: A guidebook for teachers in training.
Portsmouth, NH: Heinemann.
Cunningham, P., & Allington, R (1999). Classrooms that work: They can all
read and write. Longman.
Cunningham, P., Hall, D., & Defee, M. (1998). Nonability-grouped, multilevel
instruction: Eight years later. The Reading Teacher, 51, 652-666.
Dowhower, S. (1987). Effects of repeated reading of second-grade
transitional readers’ fluency and comprehension. Reading Research
Quarterly, 22, 389-406.
Fountas, I., & Pinnell, G. (2001). Guiding readers and writers: Grade 3-6
teaching comprehension, genre and content literacy. Portsmouth,
NH: Heinemann.
Fountas, I., & Pinnell, G. (1998). Word matters: Teaching phonics and
spelling in the reading/writing classroom. Portsmouth, NH:
Heinemann.
Fountas, I., & Pinnell, G. (1996). Guided reading, good first teaching for all
children. Portsmouth, NH: Heinemann.
Gipe, J. (1995). Multiple paths to literacy: Corrective reading techniques
for classroom teachers. Upper Saddle River, NJ: Merrill, an imprint
of Prentice Hall.
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References cont.
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Goodman, Y., & Burke, C. (1972). Reading miscue inventory manual:
Procedure for diagnosis and evaluation. New York: Macmillan.
Greene, F. (1979). Radio reading. In C. Pennock (Ed.), Reading
comprehension at four linguistic levels (pp. 104-107). Newark, DE:
International Reading Association.
Hasboruck, J., & Tindal, G. (1992). Curriculum-based oral reading fluency
norms for students in grades 2 through 5. Teaching Exceptional
Children, 24(3), 41-44.
Heckelman, R. (1969). A neurological-impress method of remedial-reading
instruction. Academic Therapy, 4, 277-282.
Hiebert, E. H., Pearson, P.D., Taylor, B.M., Richardson, V., & Paris, S.G.
(1998). Every child a reader. Topic 4: High-Frequency words and
fluency. MI: Center for the Improvement of Early Reading
Achievement (CIERA).
Hoffman, J. (1987). Rethinking the role of oral reading in basal
instruction. The Elementary School Journal, 87, 367-374.
International Reading Association. (2001). International Reading
Association’s Summary of the (U.S.) National Reading Panel Report
“Teaching children to Read.”
http://www.reading.org/advocacy/nrp/index.html
Johnson, M., Kress, R., & Pikulski, J. (1987). Informal reading inventories
(2nd ed.). Newark, IL: International Reading Association.
Koskinen, P., Wilson, R., Gambrell, L., & Neuman, S. (1993). Captioned
video and vocabulary learning: An innovative practice in literacy
instruction. The Reading Teacher, 47, 36-43.
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References cont.
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Koskinen, P., & Blum, L. (1984). Paired repeated reading: A classroom
strategy for developing fluent reading. The Reading Teacher, 40, 7075.
McGee, L., & Richgels, D. (2000). Literacy’s beginnings: Supporting young
readers and writers (3rd ed.). Boston: Allyn & Bacon.
National Reading Panel. (2000). Teaching children to read: An evidencebased assessment of the scientific research literature on reading
and its implications for reading instruction. Chapter 3: Fluency.
http://www.nichd.nih.gov/publications/nrp/smallbook.pdf
Opitz, M.F., & Rasinski, T.V. (1998). Good-bye round robin: 25 effective
oral reading strategies. Portsmouth, NH: Heinemann.
Pinnell, G. S., Pikulski, J. J., Wixson, K. K., Campbell, J. R., Gough, P. B. &
Beatty, A. S. (1995). Listening to children read aloud. Washington,
D.C.: Office of Educational Research and Improvement, U.S.
Department of Education.
Rasinski, T. (1990). Effects of repeated reading and listening-whilereading on reading fluency. Journal of Educational Research, 83,
147-150.
Rasinski, T.V., & Padak, N. (2001). From phonics to fluency. New York,
NY: Longman.
Reutzel, R., & Cooter, R. (2000). Teaching children to read: Putting the
pieces together. Upper Saddle River, NJ: Merrill, an imprint of
Prentice Hall.
Reutzel, R., & Hollingsworth, P. (1993). Effects of fluency training on
second graders’ reading comprehension. Journal of Educational
Research, 86, 325-331.
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References cont.
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Richards, M. (2000). Be a good detective: Solve the case of oral reading
fluency. The Reading Teacher, 53, 534-539.
Routman, R. (2000). Conversations: Strategies for teaching, learning, and
evaluating. Portsmouth, NH: Heinemann.
Samuels, S. (1972). The method of repeated readings. The Reading
Teacher, 32, 403-408.
Samuels, S. J., Schermer, N., & Reinking, D. (1992). Reading fluency:
Techniques for making decoding automatic. In S. J. Samuels & A. E.
Farstrup (Eds.), What Research Has to Say About Reading
Instruction. (pp. 124-144). Newark, Delaware: IRA.
Schreiber, P.A. (1991). Understanding prosody’s role in reading acquisition.
Theory into Practice, 30, 158-164.
Searfoss, L. (1975). Radio reading. The Reading Teacher, 29, 295-296.
Sloyer, S. (1982). Readers theater: Story dramatization in the classroom.
Urbana, IL: National Council of Teachers of English.
Snow, C., Burns, S., & Griffin, P. (Eds.). (1998). Preventing reading
difficulties in young children. Washington, D.C.: National Academy
Press.
Tompkins, G. (2001). Literacy for the 21st Century: A Balanced Approach.
Upper Saddle River, NJ: Merrill, an imprint of Prentice Hall.
Theory into Practice. (Summer 1991). Themed issue: Fluency in Oral
Reading.
Topping, K. (1987). Paired reading: A powerful technique for parent use.
The Reading Teacher, 40, 608-614.
Walker, B. (1992). Diagnostic teaching of reading: Techniques of
instruction and assessment. New York: Macmillan.
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References cont.
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Weaver, C. (1994). Reading process and practice: From sociopsycholinguistics to whole language. 2nd Ed. Portsmouth, NH:
Heinemann
Wolf, S. (1994). Learning to act/acting to learn: Children as actors, critics,
and characters in classroom theatre. Research in the Teaching of
English, 28, 7-93.
Worthy. J., & Broaddus, K. (2001/2001). Fluency beyond the primary
grades: From group performance to silent, independent reading. The
Reading Teacher, 55, 334-343.
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GLOSSARY NOTES
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FLUENCY
SECTION 8: GLOSSARY
FLUENCY
FACILITATOR’S MANUAL
NOTES TO THE FACILITATOR
Section 8: Glossary
LINKS2002
FLUENCY
READING LINKS PARTICIPANT’S MANUAL
SECTION 8: GLOSSARY
• Fluency Terms
LINKS2002
FLUENCY
FACILITATOR’S MANUAL
NOTES TO THE FACILITATOR
Fluency Terms notes
LINKS2002
FLUENCY
READING LINKS PARTICIPANT’S MANUAL
FLUENCY TERMS
Term
Accuracy
Definition
Buddy reading
The percentage of words read without a deviation or miscue
from the text; determined by counting the number of
errors/miscues, subtracting that number from the total
number of words in the text passage, and then dividing the
number of words read correctly by the number of words in
the text
The ability to identify or spell words rapidly so that the
literacy user’s resources can be directed to comprehending
and composing; quality of fluency; implies automatic level or
response with various tasks, such as the speed of retrieving
the sound of a specific letter; fluent processing of
information that requires little effort or attention
Same as partner reading
Choral reading
Unison reading
Chunking
Grouping or phrasing thought units instead of focusing on
single word-by-word reading
Decodable text
Text that follows typical phonics rules
Expression
A meaningful manner of reading/speaking
Frustration level
text
Text that is difficult or “too hard” for the reader; less than
90% success or more than 1 in 10 words miscued (Assessment
should be based on accuracy and comprehension.)
Text that is relatively easy or “just right” for the reader; a
minimum of 95% success or no more than approximately 1 in
20 words miscued (Assessment should be based on accuracy
and comprehension.)
Any change in tone or pitch of the voice (e.g., we signal a
question with rising inflection.)
Automaticity
Independent level
text
Inflection
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FLUENCY
FACILITATOR’S MANUAL
NOTES TO THE FACILITATOR
Fluency Terms notes cont.
LINKS2002
FLUENCY
READING LINKS PARTICIPANT’S MANUAL
Instructional level
text
Intonation
Text that is challenging but manageable for the reader; a
minimum of 90% success or no more than approximately 1 in
10 words too difficult (Assessment should be based on
accuracy and comprehension.)
The system of significant levels and variations in pitch
sequences within speech
Juncture
The transition from one speech sound to the next, either
within a word or making the boundary between words
Mentor reading
A more fluent reader reads aloud to or supports a less fluent
reader by providing scaffolding
Paired reading
A fluent reader and a less fluent reader sit side by side and
simultaneously read one text aloud
Partner reading
Paired students take turns reading aloud to each other,
often with a more fluent partner who provides a model of
fluent reading, helps with word recognition, and provides
feedback
The place where a natural oral reading break should occur in
text
Phrase boundaries
Predictable or
patterned text
Rhythmic, repetitive language structures in children’s
literature and nursery rhymes
Prosody
The ability to read a text orally using appropriate pitch,
stress, and juncture; to project the natural intonation and
phrasing of speech upon the written text
Students “act out” or read texts as though it were a news
story on the radio
Radio reading
Rate
Read around
Readers Theater
LINKS2002
The pace at which a reader reads a passage; the speed at
which oral or silent reading takes place; the number of words
in a passage multiplied by 60 and then divided by the number
of seconds it takes a specific reader to read a specific
passage
Students read aloud to convey character’s feelings and
experiences, share favorite scenes, make connections, and
prompt discussion
The rehearsing and performing before an audience of a
dialogue-rich script derived from a book
FLUENCY
FACILITATOR’S MANUAL
NOTES TO THE FACILITATOR
Fluency Terms notes cont.
LINKS2002
FLUENCY
READING LINKS PARTICIPANT’S MANUAL
Return sweep
The diagonal eye-movement from the end of one line of text
to the start of the next
Shared reading
The teacher, tutor, or parent introduces the student or small
group of students to a text and reads it to them. Then the
students read the text with the teacher, tutor or parent.
This is followed by the students reading the text to the
teacher. Over the course of several days the students and
teacher return to and reread the text, examine words and
other features of the text, and engage in other extension
activities based on the text.
A major marker in meaning; the emphasis from increased
force of breath that makes a syllable, word, or group of
words stand out
Students read along in their books as they hear a fluent
reader read the book on an audiotape; reading aloud
simultaneously or as an echo with an audio-taped model
Rate or range of rates set as a goal or target for individual
students
Stress
Tape-assisted
reading
Target rate
Timed reading
A process by which individual students rea d orally for a
designated amount of time, often in one-minute increments
Typographical
signals
Punctuation marks, large and bold print, underlining, and
italics or any combination of these which help readers better
understand an author’s message
Word calling; a halting, labored type of oral reading with a
very slow rate of word identification, poor phrasing and
comprehension
Words per minute; rate of reading or speaking in terms of
the average number of words covered in one minute
Word-by-word
reading
WPM
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POWERPOINT/OVERHEADS NOTES
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FLUENCY
SECTION 9: POWERPOINT/OVERHEADS
Fluency
Office of Superintendent of Public Instruction
Old Capitol Building
P.O. BOX 47200
Olympia, Washington 98504-7200
1
FLUENCY
READING LINKS PARTICIPANT’S MANUAL
FLUENCY OH#1
LINKS2002
READING LINKS AGENDA
10 minutes
10- 15 minutes
25 - 30 minutes
15 minutes
15 minutes
10 minutes
75 - 85 minutes
10- 15 minutes
10- 15 minutes
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Introduction and Expectations
Overview
Reading Links Project
ROPES Guiding Structure
Participant Manual Layout
Section 1: Review Participant Background
Knowledge and Understanding
Section 2: Overview
Key Learning Goals
Building Blocks
Section 3 Presentation
Research-based Information and
Content
Break
Section 4: Engagement and Practice
Classroom Strategies and Applications
Assessment
Video Modeling
Action Planning
Section 5: Summarizing Key Learnings
Evaluation and Feedback
2
FLUENCY
READING LINKS PARTICIPANT’S MANUAL
AGENDA OH #2
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ROPES: A GUIDING STRUCTURE
R
Review – entry learning design to activate and assess prior knowledge and focus
the session
O
Overview – explicit statement of the goals and objectives of the session
P
Presentation – and discussion of research-based concepts are needed to build
background knowledge.
E
Engagement – and practice – modeling, practicing, and demonstrating
understanding of the concepts; viewing video lessons; action planning for
identifying and implementing instructional practices and interventions
S
Summary – summarizing key learnings
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FLUENCY
READING LINKS PARTICIPANT’S MANUAL
ROPES OH #3
LINKS2002
What Do I Already Know About Fluency?
THINK – INK – PAIR - SHARE
THINK: Rate your familiarity with the research on fluency by placing
an X on the continuum and then completing the guiding questions below.
1
2
Unfamiliar
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3
4
INK: Respond to the Guiding Questions below.
5
Very familiar
1. What is fluency?
2. Why is fluency important?
3. How do you assess fluency in your
classroom?
4. How do you help your students expand
their reading fluency?
4
FLUENCY
READING LINKS PARTICIPANT’S MANUAL
WHAT DO I ALREADY KNOW ABOUT FLUENCY OH#4
LINKS2002
What is Fluency?
Fluency is:
•
•
•
Reading with speed, accuracy and proper expression
Without conscious attention
While simultaneously constructing meaning
Children who are fluent readers can:
•
•
•
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Recognize words automatically
Group words quickly to help them gain meaning from what they
read, and
Read aloud effortlessly and with expression
5
FLUENCY
READING LINKS PARTICIPANT’S MANUAL
WHAT IS FLUENCY OH #5
LINKS2002
Why Has Fluency Been Neglected,
Underemphasized, and Ignored?
Fluency has been labeled the most
• Neglected reading skill
• Under-emphasized aspect of reading
instruction
Because both researchers and
practitioners assumed that fluency
was the immediate result of word
recognition proficiency.
LINKS2002
6
FLUENCY
READING LINKS PARTICIPANT’S MANUAL
WHY HAS FLUENCY BEEN NEGLECTED OH #6
LINKS2002
Why Is It Important for Students to Be
Fluent Readers?
The NAEP assessment results for fourth graders
indicated a high correlation between accuracy, rate,
fluency, and scores on comprehension. Low scores in
fluency may mean difficulty in comprehension.
The National Reading Panel (2000) concluded that
there is a close relationship between fluency and
comprehension.
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7
FLUENCY
READING LINKS PARTICIPANT’S MANUAL
WHY IS IT IMPORTANT FOR STUDENTS TO BE FLUENT READERS OH #7
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Key Learning Goals
Participants will:
•
•
•
•
•
•
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Understand the connection between fluency and reading
development – especially as it relates to comprehension.
Learn the differences between fluency and automaticity.
Learn, model, and teach research-based strategies for
fluency instruction in the classroom.
Learn which phonemic awareness skills have the greatest
transfer to reading.
Learn to assess students’ level of fluency, practice
instructional strategies, and explore appropriate
interventions.
Create an action plan to apply key learnings from this
module to their classroom practice.
8
FLUENCY
READING LINKS PARTICIPANT’S MANUAL
KEY LEARNING GOALS OH #8
LINKS2002
Building Blocks for Teaching Children to Read
Comprehension
of Written
Text
Fluency
Practice
Oral
Language
Development
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Reading &
Writing
Connections
Phonemic
Awareness
Vocabulary
Development
Phonics
Instruction
9
FLUENCY
READING LINKS PARTICIPANT’S MANUAL
BUILDING BLOCKS OH #9
LINKS2002
Fluency
Accuracy
Rate
Expression
MULTI-TASKING
Fast Processing
• Language systems
• Punctuation
• Voice qualities
Automaticity
Pacing
Phrasing or chunking
Confirming by continuous cross-checking for meaning
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10
FLUENCY
READING LINKS PARTICIPANT’S MANUAL
FLUENCY OH #10
LINKS2002
What Does Oral Reading Fluency
Look
and Sound
Like?
Oral reading fluency is characterized by
• Smooth, expressive production
• Appropriate phrasing or chunking
• Rapid use of punctuation
• Determination of where to place emphasis or where to
pause to make sense of text
(McGee & Richgels, 2000; NRP, 2000)
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11
FLUENCY
READING LINKS PARTICIPANT’S MANUAL
WHAT DOES ORAL READING FLUENCY LOOK AND SOUND LIKE? OH #11
LINKS2002
Why is Fluency Important?
Fluency is important because it provides a bridge
between word recognition and comprehension.
While Fluency doesn’t ensure comprehension,
comprehension is difficult without fluency. To
comprehend texts, students must be able to:
• To decode fast enough and automatically enough
• To keep the content in short term memory so that
meaning can be constructed
If a reader is stopping constantly to decode and figure
out unknown words, the likelihood is that:
• meaning will be disrupted or
• the process will become long and laborious
(Armbruster, Lehr, & Osborn, 2001; Burns, & Doll, 1999; Pinnell & Fountas, 1998; Routman, 2000)
LINKS2002
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FLUENCY
READING LINKS PARTICIPANT’S MANUAL
WHY IS FLUENCY IMPORTANT? OH #12
LINKS2002
What Are the National Reading Panel’s
Findings about Fluency Instruction?
Fluency instruction is most
effective when in includes
guided repeated oral reading.
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FLUENCY
READING LINKS PARTICIPANT’S MANUAL
WHAT ARE THE NATIONAL READING PANELS FINDINGS ABOUT FLUENCY
INSTRUCTION #13
LINKS2002
What Did the National Reading Panel Report Say
About Guided Repeated Oral Reading?
The NRP concluded that guided repeated oral reading:
•
•
•
•
•
•
Is more effective than silent reading
Has a significant positive impact on word recognition/accuracy, reading
fluency, and comprehension (with feedback)
Clearly impacts the reading ability of non-impaired readers through at
least grade 4, as well as students with various reading problems
throughout high school
Works well under a wide variety of conditions and with minimal special
training
Is effective (when used with guidance and feedback) in improving a variety
of reading skills for good readers, as well as those who are experiencing
difficulties
Is equally effective with feedback from teachers, parents and/or peers;
however, children who are struggling the most might benefit from more
skilled guidance
LINKS2002
14
FLUENCY
READING LINKS PARTICIPANT’S MANUAL
WHAT DID THE NATIONAL READING PANEL REPORT SAY ABOUT GUIDED
REPEATED ORAL READING? OH#14
LINKS2002
Why Isn’t Round Robin Reading
an Effective Fluency Strategy?
Round Robin Reading:
•
•
•
•
•
•
Provides limited engagement
Gives an inaccurate view of reading
Promotes faulty reading habits
Invites inattention and disruption
Gets in the way of effective strategies
Consumes valuable classroom time that could be spent in
more meaningful ways
• Causes anxiety and embarrassment
• Hampers listening comprehension
(Opitz & Rasinski, 1998)
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FLUENCY
READING LINKS PARTICIPANT’S MANUAL
WHY ISNT ROUND ROBIN READING AN EFFECTIVE FLUENCY STRATEGY?
OH#15
LINKS2002
But Why Is Oral Reading Important?
Oral reading is important because it:
•
•
•
•
•
•
•
•
whets students’ appetites for reading
encourages students to share and perform
demonstrates how speaking, reading and writing
connect with one another and impact our lives
develops listening comprehension and vocabulary
assists students in developing a range of reading skills
(e.g., fluency, expression and correct phrasing)
promotes language learning
builds confidence
provides children with the additional reading time
necessary for ongoing reading development
(Opitz & Rasinski, 1998)
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16
FLUENCY
READING LINKS PARTICIPANT’S MANUAL
BUT WHY IS ORAL READING IMPORTANT OH #16
LINKS2002
What Does Effective Fluency Instruction Include?
•
•
•
Ongoing assessment
Modeling and explicit instruction
Focus on automaticity and comprehension as goals
o Guided repeated reading experiences
o Word study
•
LINKS2002
Meaningful texts connected to the students’ instructional needs
and interests
o Encouraging students to read more (using
approaches such as SSR, DEAR,
Accelerated Reader) might be beneficial;
however, existing research has not yet
demonstrated this in a clear and convincing
manner.
o Although independent, recreation,
sustained, silent reading and programs such
as AR are not empirically supported to
increase fluency, they may have
instructional value in other areas.
17
FLUENCY
READING LINKS PARTICIPANT’S MANUAL
WHAT DOES EFFECTIVE FLUENCY INSTRUCTION INCLUDE? OH #17
LINKS2002
What Are the Challenges for Teachers?
Teachers need to:
• Understand, choose, model, and use varied
teaching and learning strategies that show fluent
reading is more than fast reading
• Design lessons requiring active participation
• Motivate students with energy, support, and
positive reinforcement
• Match reading materials to students’
instructional needs and interests
• Provide multiple opportunities for authentic
repeated reading experiences
• Use classroom management strategies (e.g., small
groups, partner reading) that increase each
student’s time on task.
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FLUENCY
READING LINKS PARTICIPANT’S MANUAL
WHAT ARE THE CHALLENGES FOR THE TEACHERS? OH #18
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Section 4: ENGAGEMENT & PRACTICE
Subsection 1: Classroom Strategies and Applications
Subsection 2: Assessment
Subsection 3: CD/Video Modeling
Subsection 4: Action Planning
LINKS2002
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FLUENCY
READING LINKS PARTICIPANT’S MANUAL
SECTION 4: ENGAGEMENT AND PRACTICE OH #19
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FLUENCY
SECTION 10: TIPS TO FACILITATING THE
READING LINKS MODULES
Tips to Facilitating the Reading Links Modules
This information may also be accessed as a separate LINKS facilitator’s manual.
1
Introduction
The LINKS training modules are designed to help teachers understand how reading
research can be put into practice in today’s classrooms. Recognizing that teachers
are the true change agents in education, these modules are intended for current
classroom teachers and/or students pursuing teaching credentials.
This LINKS facilitator’s module includes: a list of equipment and materials needed
for the training session, room arrangement suggestions, and cooperative group
procedures with a chart for cross-referencing to other LINKS modules. It is
important to study and understand thi s section before beginning the training.
ROPES Lesson Design
The LINKS training modules use the ROPES model as a framework for instruction.
The ROPES framework provides a lesson design known to promote the acquisition
and retention of new learnings. The following lesson design will help guide you as
well as your participants.
The following is a diagram of your training plan.
R
O
P
E
S
Review - or affective entry learning designed to activate prior
knowledge and to focus the session.
Overview – explicit articulation of the goals and objectives of the
training
Presentation – concepts and information that are needed to achieve the
lesson objective are provided
Exercise or Practice – activities that demonstrate the understanding of
the content are practiced
Summary – action planning into specific plans for classroom use
Dr. Robert Carkhuff designed the ROPES model.
2
Equipment and Materials
The following equipment and materials should be gathered and in place prior to
beginning the training:
Equipment (make sure these are in working order before you begin)
• Overhead projector
• Laptop computer (or other computer) with compact disc player and
means to project for large group viewing
• Overhead screen
• Extension cords (if needed)
• Timer (an overhead timer is desirable)
• Tape recorder (for Fluency Module)
Materials
•
•
•
•
•
•
•
•
•
Overhead transparencies (These are supplied in blackline form and you
will need to make them into transparencies.)
Training manuals (one for each participant and a few extras)
Name tags
Fine point pens for name tags
Chart paper
Chart pens
Overhead pens
Masking tape or other sticky medium for hanging chart paper on walls
3”x 5” lined cards or cut paper for making notes and submitting
questions to trainer
Optional (but appreciated)
• Coffee, water, snacks
• Signs in the building directing participants to the training room
• Attendance sign-in sheet (required by some districts)
• Copies of training compact discs (one for each participant)
• Large version of agenda with breaks noted
3
Workshop Expectations
Trainers need to establish some simple group expectations at the beginning of the
workshop. This should be done quickly and in an upbeat manner.
“We want your training to be meaningful and worthwhile. To ensure the success of
this workshop for all participants, we’d like you to commit to the following.”
Sample list of expectations:
• Everyone will participate; group tasks are followed and carried out
• Stay on task with the group; please refrain from correcting student work,
doing needlework, or talking while others are talking
• If you need to communicate with your neighbor, pass notes instead of
visiting
• Be respectful to each participant
• Keep on the main area of focus – don’t take the group off track
• Disagree agreeably
• Turn off cell phones and pages or switch to text messaging
4
Number of Participants
Although you may have no choice in this matter, 16-35 is the recommended number
of participants for maximum efficacy.
Time Allotments
The agenda for each LINKS module will include approximate times. “Housekeeping”
items such as passing out materials, filling out registration and clock hour forms,
and brief breaks may increase your time frame.
The size of your group may influence the length of time you need to complete each
module. Larger groups may require more time for group processes.
Room Arrangement
Many room arrangements are workable. The room arrangement should allow all
participants to view the overhead and computer projection as well as process the
new learnings in cooperative groupings.
When planning your classroom arrangement, make sure no participants have their
backs to you or your visuals. Walk around the room to see what the participants
will be able to see from various seats.
The best arrangements also allow for participants to interact easily with one
another. Leave space for the trainer to circulate around the room and interact
with each participant. This is especially important when the trainer monitors
participants for understanding.
Groupings of 4-6 work best.
5
Cooperative Group Procedures
Brain research states new learning is remembered if it is broken into small,
meaningful units and actively processed in some manner.
Cooperative learning group procedures help participants take new learnings and
process them.
“ When the classroom is structured in a way that allows students to work
cooperatively on learning tasks, students benefit academically as well as socially”
(Slavin, 1982).
When group procedures are used, be sure to give clear, specific directions and the
reason why the procedure is being used.
The following cooperative learning procedures will also be embedded in your
facilitator’s script.
6
LINKS Project
Cooperative Learning Ideas
Jigsaw
X
X
X
Literature Circles
X
Partner or Paired Reading
Partner Review
Comprehension
Vocabulary
Fluency
Phonics
Cooperative Learning Ideas
Phonemic
Awareness
LINKS Modules
X
X
X
X
X
Reciprocal Teaching
X
Think/Ink/Pair/Share
• Filling the Head
• Participant Engagement
• Synectics Search
• Word Sort (Categorization)
-- Comparative Thinking
X
Modeling and group/partner practice are
essential in all modules.
X
X
X
X
X
X
X
X
X
X
X
X
7
Jigsaw (modified for LINKS modules)
This procedure is used when there is a lot of material to cover and not much time.
The participants each take one piece of the material, learn it, and then share the
learning with the others in the group.
1. Each participant is given a specific task, reading selection, teaching
strategy, or new learning to practice.
2. Each participant practices until he or she is able to teach the concept to the
group.
3. The participants then teach each other the new learnings. Everyone in the
group should know all the learnings at the end of the jigsaw.
Literature Circles
This comprehension strategy is used to promote interest in reading and book
discussion.
Participants read the same story or book. Group roles and responsibilities are
assigned. Discussion rules are also outlines. Discussion is centered on the text and
each participant’s interpretation of the text. Leadership of the group may vary.
8
Partner or Paired Reading
This fluency and comprehension strategy is used with two students or one student
and one adult.
Partners sit next to each other. The first student reads orally as the other
partner reads along silently giving support if a word is miscued. The first student
stops at a predetermined spot, usually after a paragraph or two has been read, and
retells/discussed the text.
A variation of this strategy is to have both partners read together. As soon as the
first student is comfortable, a signal (such as a tap on the table) is given and the
second partner drops out. The second partner gives support if the first student
miscues on a word. Then the students read in tandem again until the first student
gives the signal again for the second student to follow along silently.
3-Minute Partner Review
This is an ideal way to process new information with a partner.
1. Partners take turns sharing what they have learned so far by reviewing their
notes.
2. The first partner starts by orally reviewing for 1½ minutes (use your timer
here).
3. The second partner orally reviews for 45 seconds and cannot repeat
anything the first partner said.
4. The first partner orally reviews for 30 seconds adding only new information.
5. The second partner finishes by orally reviewing for 15 seconds. Again, only
adding new information and not repeating anything previously stated.
6. At the end have the pair write down any questions they still have on a 3”x 5”
card. Cards are submitted to the facilitator.
9
Reciprocal Teaching
This comprehension strategy is used for small groups or whole class discussions.
The facilitator takes turns with the participants being “teacher.” Reading text is
divided into sections, usually paragraphs. The “teacher” asks the group to respond
to the text section. Participants are asked main idea questions, to summarize what
has just been read, to make predictions, and to clarify any unclear sections of the
text. The “teacher” and other participants give feedback. After each section of
text has been discussed, another “teacher” is chosen to lead the discussion.
Think – Ink - Pair – Share
Participants have a chance to think of their own answers, reflect with a partner,
and then share with the group.
1. The trainer poses a question or topic to the group.
2. Each participant (working individually) takes a specified amount of time
(usually 1-3 minutes) to “think” and write a response.
3. After the time has elapsed, participants “pair” with another person at the
table and discuss the question or topic and their responses.
4. Pairs then “share” with the rest of the participants at their table.
10
Variations of Think – Ink - Pair - Share
Filling the Head
In this variation, two participants work together to think, share with
another pair, then share with the group. This strategy involves a concept
mapping strategy called the Frayer Model of Concept Attainment (Frayer,
Frederick, & Klausmeier, 1969). Participants form pairs and complete a
concept map together. After each pair has completed their concept map,
they share their work with another pair. Individuals or pairs then share
with the whole group.
Participant Engagement
Participants are asked to extend the learning by completing a “think sheet”
and then sharing responses with a partner, and/or with the small table
group, and/or the whole group.
Synectics Search (Simile)
For this activity, participants use a synectics process to summarize key
learnings. This synectics process involves constructing, comparing, and/or
associating a mental image or picture of a concept with other words,
pictures, or experiences in their background knowledge. Participants
complete a simile on their own and share with a partner or with the whole
group.
Example:
_______________ is like _______________ because _______________
11
Word Sort (Categorization)
Participants are asked to look over a list of words critical to an area of
study. Words are then sorted into categories. Participants are asked to
share their lists with a partner. This activity can also be extended to
sharing with the small table group and/or the whole group.
Comparative Thinking
This activity is similar to “Word Sort.” It is used as a summarization
of new learnings. With a partner, participants reflect on their new
learnings and sort critical words into categories. Comparisons are
made as to what was already known before the module and what was
learned. Participants share with the small table group and/or the
whole group.
Dealing with Change
Sometimes when new information is presented to veteran teachers, misperceptions
may develop (e.g., some people may think that if the new information is different
from their past practices in teaching, they’ve been doing things “wrong”). Teachers
deserve respect and support for what they have already contributed to education
and what they will become as educators.
During a workshop, “treat the past with respect. Frame whatever is passing as
useful to what you are moving toward. Remember that people may identify with
past practices in a positive way. Never demean the old way of doing things”
(Garmston, 1997).
Keeping this in mind, though, part of your job as a facilitator is to establish a need
to make pedagogical changes among participants by providing specific, researchbased information to effect and support that change.
12
Formula for Helping Teachers Change
Training can be a tool for helping change instructional practice.
This formula for change has been built into the structure of this module.
D x V x F x S >RC
D = DISSATISFACTION – Help teachers discover dissatisfaction with where they
are today
V = VISION – Give teachers a good picture or vision of what researched- based
Reading strategies look like
F = FIRST STEPS –Help teachers discover specific reading instructional strategies
that will help move toward the vision
S = SUPPORT – Provide follow-on support and systems to help manage the journey
in their classrooms
RC = RESISTANCE TO CHANGE – As a trainer you must work on building this side
of the equation (D x V x F x S) in order for teachers to break through their
inertia, fear of change, barriers etc. that would impede their progress toward the
vision
Less is More
The LINKS training should be “teacher friendly” and include the salient points of
reading acquisition. Too much information in one session can be overwhelming.
DeFour and Eaker (1998) emphasize in Professional Learning Communities at Work,
“While there is no single way to eliminate nonessential content, it is difficult to
overstate the significance of the task” (p. 166).
As facilitators, we know the vastness of the knowledge base in reading. The
LINKS modules emphasize only the most essential elements.
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Modeling
Many of the good teaching practices you incorporate into your training of teachers
may be generalized for use by teachers with their own students.
Remember to model all new practices. “I do it, we do it, you do it” (Anita Archer)
is a simple way to explain this idea. Always model for the students using exemplary
practice and procedures. Continue by practicing together – teacher and students –
before expecting students to perform independently. In the training sessions, the
teachers are your students.
Theory, suggest Joyce and Showers (1980), provides increased conceptual control
and rationale; however, it is with the addition of modeling and practice that
mastery is acquired. Feedback and reflection regarding the new learning change
behaviors over the long term.